Exploring personal, relational, and collective experiences and mentorship connections that enhance or inhibit professional development and career advancement of native American faculty in STEM fields: A qualitative study.
Exploring personal, relational, and collective experiences and mentorship connections that enhance or inhibit professional development and career advancement of native American faculty in STEM fields: A qualitative study.
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探索促进或抑制 STEM 领域美国本土教师专业发展和职业发展的个人、关系和集体经验以及导师关系：一项定性研究。
DOI：
10.1037/dhe0000376
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发表时间：
2022
影响因子：
2.4
通讯作者：
Chief, Karletta
中科院分区：
文献类型：
--
作者：
Brown, Blakely;Pedersen, Maja;Harrington, Jennifer;Belcourt, Annie;Windchief, Sweeney;Thomas, Aaron;Plenty Sweetgrass-She Kills, Ruth;Conroy-Ben, Otakuye;Brodt, Erik;Chief, Karletta
美国原住民（NA）教师在科学，技术，工程和数学（STEM）领域的导师计划对发展，招聘和留住教授的NA成员有着重大的承诺。在2018年，进行了一项定性研究，探讨经验，和指导关系，增强或抑制专业发展和NA教师和教师在STEM领域的职业发展。这项研究使用土著研究方法，共同构建一个会话主持人的指南与土著社区本体。访谈问题是根据现有的文献和项目以及项目团队的专业知识制定的。23名NA教师和讲师以及STEM领域的博士后实习生参加了采访。记录被编码，组织和解释。提出了与理论框架相关的主题和次主题。与会者描述了他们在高等教育工作的经验，通过他们的学术，社会和文化价值观，关系和责任。共同主题包括：（a）同侪、资深和社区导师的重要性;（B）口头介绍对专业发展的价值;（c）社会联系和工作与生活平衡的必要性;（d）增加有关土著价值观和研究方法的机构知识的重要性。几个主题与TribalCrit一致，允许对NA在高等教育中的教师指导进行强烈批评。这些叙述强调了机构为NA教师提供专业发展和辅导计划的必要性，并强调了管理人员加强机构支持以提高NA教师成就的必要性。
Mentorship programs for Native American (NA) faculty in science, technology, engineering, and mathematics (STEM) fields hold significant promise toward developing, recruiting, and retaining NA members of the professoriate. In 2018, a qualitative study was conducted that explored experiences, and mentoring relationships that enhanced or inhibited professional development and career advancement of NA faculty and instructors in STEM fields. The study used Indigenous Research Methodologies to coconstruct a conversational moderator’s guide aligning with Indigenous community ontology. Interview questions were developed from the existing literature and programs and the project teams’ expertise. Twenty-three NA faculty and instructors and a postdoctoral trainee in STEM fields participated in the interviews. Transcripts were coded, organized, and interpreted. Themes and subthemes were generated, which were noted for relevance to the theoretical framework. Participants described their experience working in higher education as viewed through their academic, social and cultural values, relationships, and responsibilities. Common themes included the (a) importance of peer, senior and community mentors,(b) value of oral presentation to professional development,(c) need for social connectedness and work–life balance, and (d) importance of increasing institutional knowledge about Indigenous values and research methodologies. Several themes aligned with TribalCrit, allowing for a strong critique of NA faculty mentoring by NA’s in higher education. The narratives underscore the need for institutions to deliver professional development and mentoring programs for NA faculty and for administrators to strengthen institutional supports to improve NA faculty achievement.