Studies in Graduate and Postdoctoral Education Supporting scientists from underrepresented minority backgrounds : Mapping developmental networks
Studies in Graduate and Postdoctoral Education Supporting scientists from underrepresented minority backgrounds : Mapping developmental networks
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研究生和博士后教育研究支持来自代表性不足的少数族裔背景的科学家：绘制发展网络
DOI：
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发表时间：
2018
期刊：
影响因子：
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通讯作者：
C. Staples
中科院分区：
文献类型：
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作者：
Kimberly A. Griffin;V. Baker;KerryAnn O’Meara;Gudrun Nyunt;T. Robinson;C. Staples
目的-本研究的目的是探讨参与PROMISE，马里兰州的研究生教育联盟和教授计划，美国国家科学基金会（NSF）资助的研究生保留和支持计划的颜色的研究生的发展网络。作者特别研究了代表性不足的少数民族学生如何通过建立个人指导关系和更广泛的支持网络获得所需的支持。设计/方法/方式-作者依靠案例研究的方法，探索发展网络和支持学生参与PROMISE计划访问。共有16名来自马里兰州系统大学三所机构的STEM领域的有色人种学生参加了此次活动。结果-研究结果显示，科学家从代表性不足的背景建设和借鉴不同的发展网络，包括个人从学术界内外。关键关系包括顾问;与他们共享身份的教师，他们的计划内外的同行;和管理员。开发人员在网络中扮演不同的角色，包括塑造学生作为科学家的新兴职业身份，并提供心理社会支持。学生代理和倡议以及教师的参与和方案，如承诺进一步增强了学生获得导师。作者要感谢PROMISE，马里兰州的AGEP计划和国家科学基金会慷慨资助这项研究。他们还要感谢Renetta Tull博士、Andrew Lounder博士和埃里卡Aparakakankanage在整个过程中所做的工作和提供的支持。代表不足
Purpose – The purpose of this study is to explore the developmental networks of graduate students of color participating in PROMISE, Maryland’s Alliance for Graduate Education and the Professoriate program, a National Science Foundation (NSF)-funded graduate retention and support program. The authors specifically examine how underrepresented minority students gain access to needed supports through building individual mentoring relationships and broader networks of support. Design/methodology/approach – The authors rely on a case study approach to explore developmental networks and support accessed by students participating in the PROMISE program. A total of 16 students of color in STEM fields from three institutions in the University of Maryland System have participated. Findings – Study findings reveal that scientists from underrepresented backgrounds construct and draw from diverse developmental networks that include individuals from within and outside of the academic community. Key relationships include advisors; faculty with whom they share identities, peers in and outside of their programs; and administrators. Developers play distinct roles within the networks including shaping students’ emerging professional identities as scientists and providing psychosocial support. Student agency and initiative as well as faculty engagement and programs like PROMISE further enhanced student access to mentorship. The authors would like to thank PROMISE, Maryland’s AGEP Program and the National Science Foundation for generous funding that supported this research. They would also like to recognize the work and support of Dr Renetta Tull, Dr Andrew Lounder and Erica Aparakakankanage throughout this process. Underrepresented