The Role of Science Identity Salience in Graduate School Enrollment for First-generation, Low-income, Underrepresented Students
The Role of Science Identity Salience in Graduate School Enrollment for First-generation, Low-income, Underrepresented Students
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科学身份显着性在第一代低收入、代表性不足的学生研究生入学中的作用
作者：
Elizabeth Piatt;D. Merolla;Eboni Pringle;R. Serpe
摘要：虽然许多关于正式师徒计划的研究考虑了它们对代表性不足的学生的影响，但很少有关于正式师徒计划的研究考察了这些计划对代表性不足的学生（也是第一代和收入有限的学生）的效用。作者通过在第一代低收入、代表性不足的学生样本中研究正式指导计划参与、科学身份突出和研究生入学之间的关系，解决了文献中的这一差距。具体来说，我感兴趣的是了解这些关系是否同样适用于第一代、低收入家庭学生、代表性不足的学生；正式的指导计划的哪些方面对这个群体的研究生入学最重要。这些关系是用科学研究的数据来探索的，科学研究是一项针对STEM专业本科生的全国性小组研究。
Abstract:While much of the research on formal mentoring programs considers their impact on underrepresented students, there is very little research on formal mentoring programs which examines the utility of these programs for underrepresented students who are also first-generation and limited-income students. The authors addressed this gap in the literature by examining the relationships between formal mentoring program participation, science identity salience, and graduate school enrollment in a sample of first-generation, low-income, underrepresented students. Specifically, interest was in understanding whether these relationships are the same for first-generation, low-income students, underrepresented students; and what aspects of a formal mentoring program are most important for graduate school enrollment in this group. These relationships were explored using data from The Science Study, a national panel study of undergraduate STEM majors.