The development of science identity through near peer mentoring and research experiences

Abstract

Research experience programs (REPs) provide young people with real-world science engagement, including participating in lab work, often alongside mentors. However, there is little research on REPs targeting diverse secondary-level students. This study begins to fill that gap using a longitudinal comparative case study design to demonstrate (a) the importance of an intersectionality lens on science identity, (b) the potential of near-peer mentoring in science, (c) the potential of brief lab-based REPs—even as short as three days—for developing or sustaining science identity, and (d) the diversity of routes that science identity and pathway development unfold for diverse students. This qualitative study focuses on five high school students, each paired with an undergraduate near peer mentor—all from underrepresented groups. Female-identifying participants emphasized how their mentors' modeling and messaging shaped their motivation in, identification with, and aspirations to pursue science. The younger male participants experienced different challenges that related less to their gender and racial identities. Findings can help shape the design of school- and community-based mentorship programs and classroom instruction for science.