Faculty as undergraduate research mentors for students of color: Taking into account the costs
Faculty as undergraduate research mentors for students of color: Taking into account the costs
复制标题
教师作为有色人种学生的本科研究导师：考虑到成本
DOI：
10.1002/sce.21004
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发表时间：
2012
影响因子：
4.3
通讯作者：
J. Schwartz
中科院分区：
文献类型：
--
作者：
J. Schwartz
本文基于一项为期2年的研究结果，该研究探讨了有效的教师/学生本科研究（UR）科学，技术，工程和数学（STEM）关系的性质。研究地点是一所大型城市公立大学，四分之三的新生接受基于需求的援助;虽然不是历史上的黑人学院或大学（HBCU），但85%的学生是有色人种。该学院提供2年和4年的STEM学位课程。利用文化历史活动理论（CHAT）作为理论和方法框架，这种现象学研究采用半结构化访谈，书面调查，和成员检查，以了解四对教师/学生UR指导关系超过2年。调查结果不仅与UR的大部分研究一致，表明UR承诺解决STEM学科中有色人种学生的低入学率和保留率问题，而且还提出了UR教师的情感，财务和专业成本问题。正是这些成本是本文的重点，为大学和学院管理人员以及所有其他相关人员提供了一些想法，关于我们如何支持教师在UR的关键工作中实现留住STEM中有色人种学生的目标。© 2012 Wiley Periodicals，Inc. Sci艾德96：527-542，2012
This article is based on the findings of a 2-year study that examined the nature of effective faculty/student undergraduate research (UR) science, technology, engineering, and mathematics (STEM) relationships. The study site was a large urban public college where three fourths of all incoming freshmen receive need-based aid; and although not a historically Black college or university (HBCU), 85% are students of color. The college offers 2- and 4-year STEM degree programs. Utilizing cultural historical activity theory (CHAT) as both a theoretical and methodological framework, this phenomenological study employed semistructured interviews, written surveys, and member checking to understand four paired faculty/student UR mentoring relationships over 2 years. The findings not only concur with the bulk of UR research, indicating UR's promise for addressing the low enrollment and retention rates of students of color in the STEM disciplines but also raise issues around the emotional, financial, and professional costs to UR faculty. It is these costs that are the focus of this article that concludes with ideas, for university and college administrators and all others concerned, about on how we might support faculty in UR's crucial work toward the goal of retaining students of color in STEM. © 2012 Wiley Periodicals, Inc. Sci Ed 96:527–542, 2012