The Role of Science Identity Salience in Graduate School Enrollment for First-generation, Low-income, Underrepresented Students

Abstract

Abstract:While much of the research on formal mentoring programs considers their impact on underrepresented students, there is very little research on formal mentoring programs which examines the utility of these programs for underrepresented students who are also first-generation and limited-income students. The authors addressed this gap in the literature by examining the relationships between formal mentoring program participation, science identity salience, and graduate school enrollment in a sample of first-generation, low-income, underrepresented students. Specifically, interest was in understanding whether these relationships are the same for first-generation, low-income students, underrepresented students; and what aspects of a formal mentoring program are most important for graduate school enrollment in this group. These relationships were explored using data from The Science Study, a national panel study of undergraduate STEM majors.