Negotiating Peer Mentoring Roles in Undergraduate Research Lab Settings
Negotiating Peer Mentoring Roles in Undergraduate Research Lab Settings
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协商本科生研究实验室环境中的同伴指导角色
DOI：
10.1080/13611267.2014.983327
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发表时间：
2014
期刊：
影响因子：
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通讯作者：
Craig T. Woodard
中科院分区：
文献类型：
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作者：
B. Packard;Vincenza N. Marciano;J. Payne;L. Błędzki;Craig T. Woodard
本科研究被视为教育参与和坚持的重要催化剂，重点是教师指导关系。尽管有多层次的实验室团队组成的新的本科生和经验丰富的本科生作为同伴导师的常见做法，较少了解同伴导师的经验。本研究采用合法外围参与的框架，考察了同伴导师在实验室中如何协商他们的角色。嵌套的案例研究的基础上与同行的导师，教师和新生的访谈说明了同行的导师如何建立信誉，通过以前的实验室经验和教师框架的权威。授权监督是帮助新生接受同伴导师权威的一个重要组成部分。计划的发展和未来的研究，涉及同行指导的影响进行了讨论。
Undergraduate research is viewed as an important catalyst for educational engagement and persistence, with an emphasis on the faculty mentoring relationship. Despite the common practice of having multi-tiered lab teams composed of newer undergraduates and more seasoned undergraduates serving as peer mentors, less is understood about the experience of peer mentors. Using the framework of legitimate peripheral participation, this study examined how peer mentors negotiated their roles in the lab. Nested case studies based on interviews with peer mentors, faculty members, and newer students illustrated how peer mentors establish credibility through prior lab experience and faculty-framed authority. Delegating supervision was an important component that helped newer students to accept the authority of the peer mentor. Implications for program development and future research involving peer mentoring are discussed.