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Role of Faculty Mentorship in Exploring Students' Perceptions of Science Identity While Pursuing STEM Courses and Programs.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Role of Faculty Mentorship in Exploring Students' Perceptions of Science Identity While Pursuing STEM Courses and Programs./
Author:	Kaur, Ruby.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	135 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-06, Section: A.
Contained By:	Dissertations Abstracts International82-06A.
Subject:	Educational leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28257119
ISBN:	9798698592884

Role of Faculty Mentorship in Exploring Students' Perceptions of Science Identity While Pursuing STEM Courses and Programs.
Kaur, Ruby.

Role of Faculty Mentorship in Exploring Students' Perceptions of Science Identity While Pursuing STEM Courses and Programs. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 135 p.

Source: Dissertations Abstracts International, Volume: 82-06, Section: A.

Thesis (Ed.D.)--Aurora University, 2020.

This item must not be sold to any third party vendors.

The purpose of this qualitative study is to explore how formal and informal faculty mentoring experiences influence students' "science identity." Furthermore, it also explores how the development of science identities influences persistence in STEM fields. This study also examines the components of the faculty-student relationships that contribute to academic challenges and success of underrepresented minority (URM) students pursuing STEM courses. A phenomenological research design was followed to explore the faculty-student mentoring relationships from ten students enrolled at a private liberal arts university. Each participant completed a student profile survey before the interview sessions were conducted. A socio-historical context of higher educational systems was applied to find the gaps existing in teaching and learning practices in STEM programs. Carlone and Johnson (2007) suggested a socially constructed model on science identity with the framework that both feelings and actions are components of identity. These components include three interrelated dimensions of science identity: competence (knowledge and understanding), performance (scientific practices), and recognition (recognized as a "science person"). Findings suggested five themes, including (1) Psycho-social Aspects of Science Identities; (2) Academic and Professional Success Through Motivation and Encouragement; (3) Sense of Community Through Mentoring; (4) Diversity Among Mentors Enhances Opportunities for Students; and (5) Challenges of STEM Careers, increased for URM Students. The results of this study align with previous research that highlights the benefits of faculty mentoring, as the participants expressed that being informed and feeling comfortable with their learning environment through mentoring assisted them in meeting their academic and career goals in the STEM field. This study's implications for higher education institutions include implementing faculty student mentoring programs as a model for student retention, persistence, and success in STEM fields. .

ISBN: 9798698592884Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Faculty mentorship

Role of Faculty Mentorship in Exploring Students' Perceptions of Science Identity While Pursuing STEM Courses and Programs.
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500 $a Source: Dissertations Abstracts International, Volume: 82-06, Section: A.
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