Pub Date : 2021-10-20DOI: 10.1080/13611267.2021.1986796
Stacey Pylman, J. Bell
ABSTRACT Planning for teaching demands teachers engage as thoughtful practitioners who consider all the complexities of the classroom when making decisions. In this article, the authors analyzed mentor questions and student-teaching intern responses to answer in what ways the types of questions mentors asked interns during co-planning sessions influenced intern growth as thoughtful practitioners. Mentors asked questions to (a) check-in to see if interns knew what they need to know, (b) see if interns were able to apply that knowledge to make good plans, (c) allow interns to make decisions and encourage them to envision possibilities, and (d) probe to see if interns knew why they were making these decisions. However, mentors varied in the types of questions they asked. The type of questions mentors asked greatly influenced the thinking required by the interns in their responses
{"title":"Levels of mentor questioning in assisted performance: what mentors should ask student teachers while co-planning","authors":"Stacey Pylman, J. Bell","doi":"10.1080/13611267.2021.1986796","DOIUrl":"https://doi.org/10.1080/13611267.2021.1986796","url":null,"abstract":"ABSTRACT Planning for teaching demands teachers engage as thoughtful practitioners who consider all the complexities of the classroom when making decisions. In this article, the authors analyzed mentor questions and student-teaching intern responses to answer in what ways the types of questions mentors asked interns during co-planning sessions influenced intern growth as thoughtful practitioners. Mentors asked questions to (a) check-in to see if interns knew what they need to know, (b) see if interns were able to apply that knowledge to make good plans, (c) allow interns to make decisions and encourage them to envision possibilities, and (d) probe to see if interns knew why they were making these decisions. However, mentors varied in the types of questions they asked. The type of questions mentors asked greatly influenced the thinking required by the interns in their responses","PeriodicalId":46613,"journal":{"name":"MENTORING & TUTORING","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2021-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82298090","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-20DOI: 10.1080/13611267.2021.1986798
N. Templeton, S. Jeong, Elisabeth Pugliese, Elsa G. Villarreal
This issue of Mentoring & Tutoring: Partnership in Learning Journal includes scholars from around the globe, particularly from Switzerland; South Africa; and Michigan, Nebraska, California, Virginia, and Massachusetts in the United States. The editorial team included six articles for this issue, and four of them were related to this overarching umbrella question: how to be a good, effective mentor in academia? It is a well-established notion that a faculty mentor can influence a student mentee greatly, and most higher institutions expect faculty to mentor students as a part of their job responsibilities. However, no one is born to be a natural mentor nor do these relationships happen naturally. That is, it is not an easy task to build and sustain a successful, strong mentoring relationship, and it requires hard work combined with strategies, knowledge, and skillsets (Templeton, Jeong, & Pugliese, 2021). Unfortunately, most faculty do not start their career well prepared or trained to perform as a mentor, and it is not so common that the institutions provide them with some structured guidance of a mentoring assignment (Montgomery, Dodson, & Johnson, 2014). As a result, the majority of faculty learn by doing, through trial and error, which is often bound to involve some bitter lessons, errors, and mistakes. Moreover, the high-performance standards for the promotion and tenure in higher education often shape a climate where most faculty set their priorities for activities related to research, teaching, and other committee-related works. Often times, it becomes a burden for faculty to mentor students because doing so takes investing substantial effort and time. Indeed, building a strong, deep mentoring relationship with students involves great works such as understanding each mentee’s strengths and weaknesses, identifying ‘a glimmer of potential’, and helping the student improve and excel (Griffin & Toldson, 2012). In universities, only 2–6% of faculty time is spent working students one-on-one, and mentoring is often low on the faculty agenda (Olwell, 2017). Thus, as this issue of mentoring and tutoring focuses on how to be an effective faculty mentor, it also hopes to give you some food for thought on this peripheralized and less acknowledged, yet important, area of faculty work and a motivation cue to ponder on it. MENTORING & TUTORING: PARTNERSHIP IN LEARNING 2021, VOL. 29, NO. 5, 495–499 https://doi.org/10.1080/13611267.2021.1986798
{"title":"Editorial overview: becoming a good, effective mentor in academia","authors":"N. Templeton, S. Jeong, Elisabeth Pugliese, Elsa G. Villarreal","doi":"10.1080/13611267.2021.1986798","DOIUrl":"https://doi.org/10.1080/13611267.2021.1986798","url":null,"abstract":"This issue of Mentoring & Tutoring: Partnership in Learning Journal includes scholars from around the globe, particularly from Switzerland; South Africa; and Michigan, Nebraska, California, Virginia, and Massachusetts in the United States. The editorial team included six articles for this issue, and four of them were related to this overarching umbrella question: how to be a good, effective mentor in academia? It is a well-established notion that a faculty mentor can influence a student mentee greatly, and most higher institutions expect faculty to mentor students as a part of their job responsibilities. However, no one is born to be a natural mentor nor do these relationships happen naturally. That is, it is not an easy task to build and sustain a successful, strong mentoring relationship, and it requires hard work combined with strategies, knowledge, and skillsets (Templeton, Jeong, & Pugliese, 2021). Unfortunately, most faculty do not start their career well prepared or trained to perform as a mentor, and it is not so common that the institutions provide them with some structured guidance of a mentoring assignment (Montgomery, Dodson, & Johnson, 2014). As a result, the majority of faculty learn by doing, through trial and error, which is often bound to involve some bitter lessons, errors, and mistakes. Moreover, the high-performance standards for the promotion and tenure in higher education often shape a climate where most faculty set their priorities for activities related to research, teaching, and other committee-related works. Often times, it becomes a burden for faculty to mentor students because doing so takes investing substantial effort and time. Indeed, building a strong, deep mentoring relationship with students involves great works such as understanding each mentee’s strengths and weaknesses, identifying ‘a glimmer of potential’, and helping the student improve and excel (Griffin & Toldson, 2012). In universities, only 2–6% of faculty time is spent working students one-on-one, and mentoring is often low on the faculty agenda (Olwell, 2017). Thus, as this issue of mentoring and tutoring focuses on how to be an effective faculty mentor, it also hopes to give you some food for thought on this peripheralized and less acknowledged, yet important, area of faculty work and a motivation cue to ponder on it. MENTORING & TUTORING: PARTNERSHIP IN LEARNING 2021, VOL. 29, NO. 5, 495–499 https://doi.org/10.1080/13611267.2021.1986798","PeriodicalId":46613,"journal":{"name":"MENTORING & TUTORING","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2021-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76249626","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-19DOI: 10.1080/13611267.2021.1986799
Liat Gafni-Lachter, L. Niemeyer, Nancy W Doyle, John D. Norcross, K. Jacobs
ABSTRACT Equal peer e-mentoring in digital learning is emerging to promote online students' psychosocial wellness and academic success. The study purposes were (1) to evaluate the effectiveness of one equal peer e-mentoring program and (2) to validate a theoretical model of the interplay between inputs, processes, and outputs of mentoring relationships. Fifty-three graduate occupational therapy students rated their motivation and performance, the support they provided and received, the relationship quality, satisfaction with the e-mentoring program, and career growth. Structural equation modeling was used to test for mediating relationships among these factors. A causal model anchored on the mediating variables of psychosocial support, instrumental support, and relationship quality accounted for 69% of the variance in the mentoring program satisfaction and 34% of career growth variance. In conclusion, equal peer e-mentoring can facilitate student academic and career success. Furthermore, findings validate a theoretical model as an explanatory tool for effective equal peer e-mentoring.
{"title":"Equal peer e-mentoring for online graduate students: a case study and mediation model","authors":"Liat Gafni-Lachter, L. Niemeyer, Nancy W Doyle, John D. Norcross, K. Jacobs","doi":"10.1080/13611267.2021.1986799","DOIUrl":"https://doi.org/10.1080/13611267.2021.1986799","url":null,"abstract":"ABSTRACT Equal peer e-mentoring in digital learning is emerging to promote online students' psychosocial wellness and academic success. The study purposes were (1) to evaluate the effectiveness of one equal peer e-mentoring program and (2) to validate a theoretical model of the interplay between inputs, processes, and outputs of mentoring relationships. Fifty-three graduate occupational therapy students rated their motivation and performance, the support they provided and received, the relationship quality, satisfaction with the e-mentoring program, and career growth. Structural equation modeling was used to test for mediating relationships among these factors. A causal model anchored on the mediating variables of psychosocial support, instrumental support, and relationship quality accounted for 69% of the variance in the mentoring program satisfaction and 34% of career growth variance. In conclusion, equal peer e-mentoring can facilitate student academic and career success. Furthermore, findings validate a theoretical model as an explanatory tool for effective equal peer e-mentoring.","PeriodicalId":46613,"journal":{"name":"MENTORING & TUTORING","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2021-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91010087","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-19DOI: 10.1080/13611267.2021.1986793
Lara Spiekermann, E. Lawrence, Michael D. Lyons, Nancy L. Deutsch
ABSTRACT This study takes a qualitative approach to determining the potential usefulness of a competency framework for mentor training. Participants were 37 college women mentoring middle school girls as part of a school-based mentoring program. Mentors were trained using a competency model designed to help them navigate the nuances and challenges of forming a relationship with an unknown youth. As the first step in empirically evaluating the effectiveness of this approach, this study examines if and how mentors made use of this training in their relationships with their mentees. Findings suggest that mentors applied the competency approach in order to develop stronger relationships and overcome mentoring challenges.
{"title":"A qualitative analysis of the utility of a competency framework for mentor training","authors":"Lara Spiekermann, E. Lawrence, Michael D. Lyons, Nancy L. Deutsch","doi":"10.1080/13611267.2021.1986793","DOIUrl":"https://doi.org/10.1080/13611267.2021.1986793","url":null,"abstract":"ABSTRACT This study takes a qualitative approach to determining the potential usefulness of a competency framework for mentor training. Participants were 37 college women mentoring middle school girls as part of a school-based mentoring program. Mentors were trained using a competency model designed to help them navigate the nuances and challenges of forming a relationship with an unknown youth. As the first step in empirically evaluating the effectiveness of this approach, this study examines if and how mentors made use of this training in their relationships with their mentees. Findings suggest that mentors applied the competency approach in order to develop stronger relationships and overcome mentoring challenges.","PeriodicalId":46613,"journal":{"name":"MENTORING & TUTORING","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2021-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83159908","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-13DOI: 10.1080/13611267.2021.1986794
Keshrie Naidoo, Heather Yuhaniak, Carey Borkoski, P. Levangie, Y. Abel
ABSTRACT The purpose of this study was to examine whether a networked mentoring program aligned with the racial/cultural identity development model could mitigate social isolation and promote a sense of belonging among first-year racial and ethnic minority Doctor of Physical Therapy students. Mentoring teams consisted of a first-year minority student, a faculty mentor, and a second-year minority peer mentor. First-year mentees described feeling more connected to the institution through interactions with peer and faculty mentors in mentoring sessions and networking events. Faculty mentors demonstrated a significant increase in cross-cultural psychological capital throughout the six-month intervention period. Peer mentors articulated their professional growth through participating in the networked mentoring model, highlighting the reciprocal benefits associated with mentoring.
{"title":"Networked mentoring to promote social belonging among minority physical therapist students and develop faculty cross-cultural psychological capital","authors":"Keshrie Naidoo, Heather Yuhaniak, Carey Borkoski, P. Levangie, Y. Abel","doi":"10.1080/13611267.2021.1986794","DOIUrl":"https://doi.org/10.1080/13611267.2021.1986794","url":null,"abstract":"ABSTRACT The purpose of this study was to examine whether a networked mentoring program aligned with the racial/cultural identity development model could mitigate social isolation and promote a sense of belonging among first-year racial and ethnic minority Doctor of Physical Therapy students. Mentoring teams consisted of a first-year minority student, a faculty mentor, and a second-year minority peer mentor. First-year mentees described feeling more connected to the institution through interactions with peer and faculty mentors in mentoring sessions and networking events. Faculty mentors demonstrated a significant increase in cross-cultural psychological capital throughout the six-month intervention period. Peer mentors articulated their professional growth through participating in the networked mentoring model, highlighting the reciprocal benefits associated with mentoring.","PeriodicalId":46613,"journal":{"name":"MENTORING & TUTORING","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2021-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83342882","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-12DOI: 10.1080/13611267.2021.1986795
D. Friedman, B. Yelton, S. Corwin, J. Hardin, L. A. Ingram, T. Torres-McGehee, A. Alberg
ABSTRACT Diverse representation in higher education leadership is critical to the Academy’s mission of teaching, research, and service. As academic leadership positions are rarely occupied by faculty from underrepresented gender and minoritized groups, inclusive mentorship practices are necessary to equip and support administrators of diverse backgrounds and identities. In this qualitative study, administrators from a school of public health in the southeastern United States present findings from an electronic survey exploring experiences with peer mentorship as it relates to leadership and training. Open-ended responses are compared with peer mentorship literature. Thematic analysis demonstrated peer mentorship is specifically beneficial for: 1) sharing knowledge and improving navigation, 2) cultivating change with respect and inclusivity, and 3) inspiring motivation and balance to prevent burnout. This study demonstrates the value of peer mentorship models for co-development of successful leadership qualities and for addressing administrative pressures through inclusive practices that promote diversity and improve equity.
{"title":"Value of peer mentorship for equity in higher education leadership: a school of public health focus with implications for all academic administrators","authors":"D. Friedman, B. Yelton, S. Corwin, J. Hardin, L. A. Ingram, T. Torres-McGehee, A. Alberg","doi":"10.1080/13611267.2021.1986795","DOIUrl":"https://doi.org/10.1080/13611267.2021.1986795","url":null,"abstract":"ABSTRACT Diverse representation in higher education leadership is critical to the Academy’s mission of teaching, research, and service. As academic leadership positions are rarely occupied by faculty from underrepresented gender and minoritized groups, inclusive mentorship practices are necessary to equip and support administrators of diverse backgrounds and identities. In this qualitative study, administrators from a school of public health in the southeastern United States present findings from an electronic survey exploring experiences with peer mentorship as it relates to leadership and training. Open-ended responses are compared with peer mentorship literature. Thematic analysis demonstrated peer mentorship is specifically beneficial for: 1) sharing knowledge and improving navigation, 2) cultivating change with respect and inclusivity, and 3) inspiring motivation and balance to prevent burnout. This study demonstrates the value of peer mentorship models for co-development of successful leadership qualities and for addressing administrative pressures through inclusive practices that promote diversity and improve equity.","PeriodicalId":46613,"journal":{"name":"MENTORING & TUTORING","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2021-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81813640","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-08DOI: 10.1080/13611267.2021.1952395
Tony Lee, Doo Hun Lim, JoHyun Kim
ABSTRACT The purpose of this study was to compare U.S.-born and foreign-born faculty members’ job satisfaction in research universities and investigate if mentoring and self-esteem affect job satisfaction of faculty members in U.S. institutions. From the data set obtained from 481 faculty members in 21 universities, this study identified there was no significant difference in job satisfaction between U.S.-born and foreign-born faculty members based on marital status, faculty ranking, and tenure status. However, the study results indicated that mentoring and self-esteem as a set was a significant predictor for faculty job satisfaction for both faculty groups. Based on this finding, implications for faculty development through mentoring programs are discussed.
{"title":"The effect of mentoring and self-esteem on job satisfaction: a comparative study between U.S.-born and foreign-born faculty","authors":"Tony Lee, Doo Hun Lim, JoHyun Kim","doi":"10.1080/13611267.2021.1952395","DOIUrl":"https://doi.org/10.1080/13611267.2021.1952395","url":null,"abstract":"ABSTRACT The purpose of this study was to compare U.S.-born and foreign-born faculty members’ job satisfaction in research universities and investigate if mentoring and self-esteem affect job satisfaction of faculty members in U.S. institutions. From the data set obtained from 481 faculty members in 21 universities, this study identified there was no significant difference in job satisfaction between U.S.-born and foreign-born faculty members based on marital status, faculty ranking, and tenure status. However, the study results indicated that mentoring and self-esteem as a set was a significant predictor for faculty job satisfaction for both faculty groups. Based on this finding, implications for faculty development through mentoring programs are discussed.","PeriodicalId":46613,"journal":{"name":"MENTORING & TUTORING","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2021-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75872389","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-08DOI: 10.1080/13611267.2021.1952394
Carol Rogers-Shaw, Davin J. Carr-Chellman, Jinhee Choi
ABSTRACT As three academic researchers resisting the existing recognition order through generative, non-instrumentalizing relationships, we represent a substantive move away from the prevailing developmental model of doctoral student preparation. We highlight the struggle against misrecognition in the academy. Drawing on duoethnographic methods, we explore the nature of doctoral study and effective approaches to mentoring doctoral students as future researchers and university faculty. We contribute to the literature on mentoring non-traditional adult learners in higher education by defining organic mentoring as non-instrumental, relational, and collaborative. Additionally, we extend the use of duoethnography to trioethnography by involving three researchers in dialogic storytelling to illuminate overlapping experiences from different angles. Lastly, we further develop the use of Axel Honneth’s recognition theory by linking it to adult mentoring in doctoral study.
{"title":"A Trioethnography of Organic Mentoring in the Doctoral Process","authors":"Carol Rogers-Shaw, Davin J. Carr-Chellman, Jinhee Choi","doi":"10.1080/13611267.2021.1952394","DOIUrl":"https://doi.org/10.1080/13611267.2021.1952394","url":null,"abstract":"ABSTRACT As three academic researchers resisting the existing recognition order through generative, non-instrumentalizing relationships, we represent a substantive move away from the prevailing developmental model of doctoral student preparation. We highlight the struggle against misrecognition in the academy. Drawing on duoethnographic methods, we explore the nature of doctoral study and effective approaches to mentoring doctoral students as future researchers and university faculty. We contribute to the literature on mentoring non-traditional adult learners in higher education by defining organic mentoring as non-instrumental, relational, and collaborative. Additionally, we extend the use of duoethnography to trioethnography by involving three researchers in dialogic storytelling to illuminate overlapping experiences from different angles. Lastly, we further develop the use of Axel Honneth’s recognition theory by linking it to adult mentoring in doctoral study.","PeriodicalId":46613,"journal":{"name":"MENTORING & TUTORING","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2021-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82410860","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-08DOI: 10.1080/13611267.2021.1952393
R. Maccabe, Tânia Dias Fonseca
ABSTRACT Peer-to-peer programs are growing in popularity in higher education (HE) due to institutions’ increased interest in engaging students as partners in learning and teaching. This study explores one institution’s approach to engaging level 5 and level 6 undergraduate students as teaching assistants (TAs) in engineering to support the first-year transition and academic success. The study focuses on the effect of the pilot program on the peer mentors i.e. the TAs, rather than on the peer mentees. An online questionnaire was designed to investigate TAs’ experiences of participating in a student-staff role, and the impact the role had on their academic and non-academic skills development. The findings show that the TA role contributed to enhanced subject understanding and transferable skill development, particularly communication and learning skills. The main attribute valued by TAs was helping others and making a positive impact, contributing to their sense of belonging.
{"title":"‘Lightbulb’ moments in higher education: peer-to-peer support in engineering education","authors":"R. Maccabe, Tânia Dias Fonseca","doi":"10.1080/13611267.2021.1952393","DOIUrl":"https://doi.org/10.1080/13611267.2021.1952393","url":null,"abstract":"ABSTRACT Peer-to-peer programs are growing in popularity in higher education (HE) due to institutions’ increased interest in engaging students as partners in learning and teaching. This study explores one institution’s approach to engaging level 5 and level 6 undergraduate students as teaching assistants (TAs) in engineering to support the first-year transition and academic success. The study focuses on the effect of the pilot program on the peer mentors i.e. the TAs, rather than on the peer mentees. An online questionnaire was designed to investigate TAs’ experiences of participating in a student-staff role, and the impact the role had on their academic and non-academic skills development. The findings show that the TA role contributed to enhanced subject understanding and transferable skill development, particularly communication and learning skills. The main attribute valued by TAs was helping others and making a positive impact, contributing to their sense of belonging.","PeriodicalId":46613,"journal":{"name":"MENTORING & TUTORING","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2021-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80133215","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-08DOI: 10.1080/13611267.2021.1954461
V. Rangel, Sara K. Jones, Victoria Doan, J. Henderson, R. Greer, Mariam Manuel
ABSTRACT Little is known about why people decide to mentor in the context of science, technology, engineering, and math (STEM) learning. The purpose of this qualitative study was to identify the motivations of undergraduate student mentors working in an afterschool STEM program for underrepresented elementary schoolboys. We used self-determination theory (SDT) to explain why the undergraduate students decided to become mentors and, for some of them, to persist as mentors. We interviewed a sample of 16 mentors about their backgrounds and experiences over three semesters. The participants experienced intrinsic and extrinsic motivations to become and persist as mentors. Each mentor articulated more than one reason, suggesting their motivations are multifaceted. Some motivations did not fit well with SDT, which points to the underlying complexity of why people mentor and how mentors’ backgrounds shape their motivations.
{"title":"The Motivations of STEM Mentors","authors":"V. Rangel, Sara K. Jones, Victoria Doan, J. Henderson, R. Greer, Mariam Manuel","doi":"10.1080/13611267.2021.1954461","DOIUrl":"https://doi.org/10.1080/13611267.2021.1954461","url":null,"abstract":"ABSTRACT Little is known about why people decide to mentor in the context of science, technology, engineering, and math (STEM) learning. The purpose of this qualitative study was to identify the motivations of undergraduate student mentors working in an afterschool STEM program for underrepresented elementary schoolboys. We used self-determination theory (SDT) to explain why the undergraduate students decided to become mentors and, for some of them, to persist as mentors. We interviewed a sample of 16 mentors about their backgrounds and experiences over three semesters. The participants experienced intrinsic and extrinsic motivations to become and persist as mentors. Each mentor articulated more than one reason, suggesting their motivations are multifaceted. Some motivations did not fit well with SDT, which points to the underlying complexity of why people mentor and how mentors’ backgrounds shape their motivations.","PeriodicalId":46613,"journal":{"name":"MENTORING & TUTORING","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2021-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77532231","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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