Why should we mentor underrepresented minority students in summer research?
According to Stets, Brenner, Burke, and Serpe (2017), high science self-efficacy and a strong science identity improves the likelihood URM students will pursue a STEM career. IN LSAMP uses a summer research experience to improve science self-efficacy and development of a science identity for students. The mentor plays a valuable role in providing a quality research experience and helping students achieve this goal.
Recommended Online Resources
Indiana University Office of Faculty Affairs and Professional Development. Mentoring toolkit. Retrieved from http://faculty.medicine.iu.edu/faculty-development/mentoring/mentoring-toolkit/
The Division of Chemistry for the Council on Undergraduate Research. (2018). Retrieved from https://curchem.wordpress.com/
Carlone, H. B., & Johnson, A. (2007). Understanding the science experiences of successful women of color: Science identity as an analytic lens. Journal of Research in Science Teaching, 44(8), 1187-1218 doi:10.1002/tea.20237
Raman, D. R., Geisinger, B. N., Kemis, M. R., & de la Mora, A. (2016). Key actions of successful summer research mentors. Higher Education, 72(3), 363-379. doi:10.1007/s10734-015-9961-z
Raman, D. R., Geisinger, B. N., Kemis, M. R., de la Mora, A., & Moore, M. (2014). 386517 Implementation Strategies for a Large, Multi-Institutional REU Program and Key Actions of Successful Summer Research Mentors. Paper presented at the 14 AIChE Annual Meeting, Atlanta.
Stets, J. E., Brenner, P. S., Burke, P. J., & Serpe, R. T. (2017). The science identity and entering a science occupation. Social Science Research, 64, 1. doi:10.1016/j.ssresearch.2016.10.016