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Understanding Undergraduate Student Mentors' STEM Identity Development in K-12 STEM Outreach Programs: A Phenomenographical Approach.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Understanding Undergraduate Student Mentors' STEM Identity Development in K-12 STEM Outreach Programs: A Phenomenographical Approach./
作者:	Schill, Sabina Anne.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
面頁冊數:	236 p.
附註:	Source: Dissertations Abstracts International, Volume: 83-03, Section: A.
Contained By:	Dissertations Abstracts International83-03A.
標題:	Higher education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28651311
ISBN:	9798538119653

Understanding Undergraduate Student Mentors' STEM Identity Development in K-12 STEM Outreach Programs: A Phenomenographical Approach.
Schill, Sabina Anne.

Understanding Undergraduate Student Mentors' STEM Identity Development in K-12 STEM Outreach Programs: A Phenomenographical Approach. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 236 p.

Source: Dissertations Abstracts International, Volume: 83-03, Section: A.

Thesis (Ph.D.)--University of Colorado at Boulder, 2021.

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

Retention of diverse undergraduate students in science, technology, engineering, and mathematics (STEM) is important for the future of the field. However, women and students from various racial/ethnic groups are often underrepresented in STEM majors. The National Academies has identified mentoring as impactful to fostering diversity and STEM identity; identification with STEM disciplines relates to retention. This qualitative research study uses interview data to examine mentoring and identity as viewed by undergraduate students in K-12 STEM outreach programs.The first research question explores definitions of mentoring held by 8 outreach program coordinators (PCs) and 12 undergraduate participants. Results show that PC and undergraduate definitions generally overlap. When participants come from the same programs, there exists a strong base for mentorships of various levels to be fostered. Differences in definitions expose how undergraduates often fulfill the role of "mentee" rather than "mentor" and show areas to refine mentorship in K-12 STEM outreach programs.Undergraduates' definitions of mentoring set the context for the second research question, which utilizes a phenomenographical approach to explore students' experiences of "STEM identity development." Key findings are that undergraduates' identities are developed in various ways when they mentor in outreach programs, including impacts on their social identities (e.g., gender, race/ethnicity) that intersect with STEM. Undergraduates' development of their diverse identities demonstrates that mentoring in K-12 STEM outreach can address student retention and diversity.The third research question explores relationships between identity development and programmatic structural/mentoring components. It provides insight on how student identities develop, and which program characteristics might impact them. A key result is that many different K-12 STEM outreach programs may support components of students' STEM identities, their group identities, and their social identities. These findings explicate how to leverage outreach programs to positively impact undergraduate students.The research questions detail mentoring in K-12 STEM outreach programs and how undergraduate students reflect on their STEM identities in this context. They demonstrate the viability of outreach programs to combat retention and diversity issues in STEM and provide practical takeaways to support undergraduates and PCs in this endeavor.

ISBN: 9798538119653Subjects--Topical Terms:

641065
Higher education.
Subjects--Index Terms:

Identity

Understanding Undergraduate Student Mentors' STEM Identity Development in K-12 STEM Outreach Programs: A Phenomenographical Approach.
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