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/
Online Guide to the Science of Effective Mentoring in STEMM. Credit given to the National Academies of Sciences, Engineering, and Medicine and The Science of Effective Mentorship in STEMM (2019) report. Retrieved from https://www.nationalacademies.org/our-work/the-science-of-effective-mentoring-in-stemm
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
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