The goal of this research was to better understand the experiences and perspectives of mentors in a program designed to increase the number of American Indian students garnering PhDs. Challenges and benefits associated with mentoring undergraduates were identified through semistructured interviews.

This study examines olfactory perception and nostalgic memories focusing on sense acts and the sensuous seif as a dialectic of ritual sensations and sense-making rituais. Our data are drawn from a convenience sample of twenty-three participants who reflected on their olfactory experiences through the use of research journals. Our analysis illustrates how olfactory perceptions and memories are necessarily produced by active "idealizing activity" that is emergent in sensuous rituals that help maintain self continuity over time. Our focus on olfaction -at the expense of a more multisensory approach focusing on, say, taste and olfaction -contributes to a very small body of sociological (but 1 d 5 Q

Mathematical identity is an individual's concept of who he or she is mathematically. In this paper, metaphors for mathematics from elementary education majors are compared to metaphors created by secondary mathematics teaching majors. The analysis demonstrates a basic difference in the mathematical identity of the two groups, with the latter group having more holistic conceptions of mathematics than the first group. Elementary education majors describe mathematics as an ongoing struggle in which the mathematics is active, and they are the victims. The secondary teaching mathematics majors describe mathematics as an ongoing struggle in which they are active.

Diversifying the scientific enterprise entails understanding how students from underrepresented backgrounds experience mentored research. Qualitative data were collected from mentees enrolled at community colleges about their research experiences. The themes were compared with previously collected data from mentors associated with the program.