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A Longitudinal Study of How Quality Mentorship and Research Experience Integrate Underrepresented Minorities into STEM Careers

CBE life sciences education, 2018-03, Vol.17 (1), p.ar9 [Peer Reviewed Journal]

2018 M. Estrada et al. CBE—Life Sciences Education © 2018 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0). ;2018 M. Estrada CBE—Life Sciences Education © 2018 The American Society for Cell Biology. “ASCB®” and “The American Society for Cell Biology®” are registered trademarks of The American Society for Cell Biology. 2018 ;ISSN: 1931-7913 ;EISSN: 1931-7913 ;DOI: 10.1187/cbe.17-04-0066 ;PMID: 29351912

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Title:
A Longitudinal Study of How Quality Mentorship and Research Experience Integrate Underrepresented Minorities into STEM Careers
Author: Estrada, Mica ; Hernandez, Paul R ; Schultz, P. Wesley
Herrera, Jose
Subjects: Academic Persistence ; African American Students ; American Indian Students ; Career Choice ; Correlation ; Disproportionate Representation ; Educational Quality ; Engineering - education ; Female ; Hispanic American Students ; Humans ; Interpersonal Relationship ; Longitudinal Studies ; Male ; Mathematics - education ; Measures (Individuals) ; Mentoring - standards ; Mentors ; Minority Group Students ; Minority Groups - education ; Models, Educational ; Prediction ; Predictor Variables ; Program Descriptions ; Research - education ; Science - education ; Science Careers ; Self Concept ; Self Efficacy ; Social Influences ; STEM Education ; Structural Equation Models ; Student Attitudes ; Student Surveys ; Students ; Technology - education ; Undergraduate Students ; Values ; Young Adult
Is Part Of: CBE life sciences education, 2018-03, Vol.17 (1), p.ar9
Description: African Americans, Latinos, and Native Americans are historically underrepresented minorities (URMs) among science, technology, engineering, and mathematics (STEM) degree earners. Viewed from a perspective of social influence, this pattern suggests that URMs do not integrate into the STEM academic community at the same rate as non-URM students. Estrada and colleagues recently showed that Kelman's tripartite integration model of social influence (TIMSI) predicted URM persistence into science fields. In this paper, we longitudinally examine the integration of URMs into the STEM community by using growth-curve analyses to measure the development of TIMIS's key variables (science efficacy, identity, and values) from junior year through the postbaccalaureate year. Results showed that quality mentorship and research experience occurring in the junior and senior years were positively related to student science efficacy, identity, and values at that same time period. Longitudinal modeling of TIMSI further shows that, while efficacy is important, and perhaps a necessary predictor of moving toward a STEM career, past experiences of efficacy may not be sufficient for maintaining longer-term persistence. In contrast, science identity and values do continue to be predictive of STEM career pathway persistence up to 4 years after graduation.
Publisher: United States: American Society for Cell Biology
Language: English
Identifier: ISSN: 1931-7913
EISSN: 1931-7913
DOI: 10.1187/cbe.17-04-0066
PMID: 29351912
Source: Education Resources Information Center (ERIC)
GFMER Free Medical Journals
MEDLINE
PubMed Central
Alma/SFX Local Collection

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A Longitudinal Study of How Quality Mentorship and Research Experience Integrate Underrepresented Minorities into STEM Careers

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