Journal article
The role of perceived support and local culture in undergraduate research mentoring by underrepresented minority faculty members: findings from a multi-institutional research collaboration
Mentoring & tutoring, Vol.28(2), pp.176-188
03/14/2020
DOI: 10.1080/13611267.2020.1749347
Abstract
Undergraduate research is value-added experiential learning that cultivates creative and intentional learners in and out of the classroom. However, only recently have researchers begun investigating the mechanisms related to mentoring undergraduate researchers, with scant attention being paid to the experiences of underrepresented minority (URM) faculty members. Using unique data collected from an online survey of faculty members (overall N = 215, URM n = 25), we find departmental and institutional support to be the key factors correlated with mentoring undergraduate research students. Reported support is more influential for URM faculty than white faculty, providing evidence of the importance of institutional policy as a mechanism to facilitate URM faculty participation in the high impact practice of mentoring undergraduate researchers. The findings are discussed in the context of institutional initiatives designed to support student and faculty success in the 21st century.
Details
- Title: Subtitle
- The role of perceived support and local culture in undergraduate research mentoring by underrepresented minority faculty members: findings from a multi-institutional research collaboration
- Creators
- Shannon N. Davis - George Mason UniversityPamela W. Garner - George Mason UniversityRebecca M. Jones - George Mason UniversityDuhita Mahatmya - George Mason University
- Resource Type
- Journal article
- Publication Details
- Mentoring & tutoring, Vol.28(2), pp.176-188
- Publisher
- Taylor & Francis
- DOI
- 10.1080/13611267.2020.1749347
- ISSN
- 1361-1267
- eISSN
- 1469-9745
- Number of pages
- 13
- Language
- English
- Date published
- 03/14/2020
- Academic Unit
- Center for Social Science Innovation; Education Administration; Psychological and Quantitative Foundations
- Record Identifier
- 9984765189202771
Metrics
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