Qualitative Investigation of the Influence of STEM Mentors on Youth With Disabilities

Powers, Laurie E.; Schmidt, Jessica; Sowers, Jo-Ann; McCracken, Kasey

doi:10.1177/2165143413518234

Cited by 19 publications

(16 citation statements)

References 9 publications

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“…The greater response to the intervention among older students than younger students in this study suggests that the career planning activities emphasis of this intervention may be best suited to those nearing the end of high school. These results reinforce recommendations that different types of mentoring are needed by individuals at different career development phases (Powers et al, 2015; Sowers et al, 2012).…”

Section: Discussionsupporting

confidence: 84%

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A Randomized Trial of a Science, Technology, Engineering, and Mathematics Mentoring Program

Sowers

Powers

Schmidt

et al. 2016

Career Development and Transition for Exceptional Individuals

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Individuals with disabilities are underrepresented in science, technology, engineering, and math (STEM) fields. The purpose of this study was to experimentally evaluate the impact of a STEM mentor intervention and differences between students matched with mentors with or without disabilities on career planning outcomes. An independent groups × repeated measures design was used. Significant differences were found between mentored and nonmentored students for measures of STEM-related knowledge, engagement, confidence, and general career planning confidence, but not for STEM-related and disability-related self-efficacy. Significant differences were not found between students assigned to mentors with or without disabilities. This study contributes to research that demonstrates the positive impact of mentoring on career planning for students with disabilities, including those related to STEM.

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Section: Discussionsupporting

confidence: 84%

“…These results reinforce recommendations that different types of mentoring are needed by individuals at different career development phases (Powers et al, 2015;Sowers et al, 2012).…”

Section: Discussionsupporting

confidence: 83%

A Randomized Trial of a Science, Technology, Engineering, and Mathematics Mentoring Program

Sowers

Powers

Schmidt

et al. 2016

Career Development and Transition for Exceptional Individuals

Self Cite

View full text Add to dashboard Cite

show abstract

“…Mentors want training on how to address issues, such as stereotype threat with their mentees. For example, in one study, mentors wanted training on how to talk to their mentees with a disability about how the disability could impact the mentee's career development 74 . Given the potentially profound impact of stereotype threat on the performance of mentees, mentors in STEM programs should receive training on this topic.…”

Section: Resultsmentioning

confidence: 99%

Establishing effective STEM mentoring relationships through mentor training

Stelter

Kupersmidt

Stump

2020

Annals of the New York Academy of Sciences

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Science, technology, engineering, and math (STEM) mentoring programs typically have the goals of generating interest and excitement in STEM topics and careers and supporting STEM career achievement persistence. These outcomes are fostered through positive and trusting relationships with mentors. Mentors in STEM programs often have extensive subject matter expertise in a STEM content area, but they may lack the knowledge, attitudes, and skills that are important for establishing an effective mentoring relationship with a young person. The purpose of this review is to describe (1) a set of topics recommended for inclusion in STEM mentor training, based on a literature review, and (2) the current state of implementation of these recommended training topics among STEM mentoring programs in the United States. We have identified four major topic areas to include in the training of STEM mentors: (1) knowledge and attitudes regarding disparities in STEM career achievement, (2) mentor roles that promote STEM outcomes, (3) behaviors to promote mentees’ positive attitudes about STEM, and (4) program‐specific topics. Training for mentors should prepare them with the knowledge they need to support their mentee being successful in a STEM education or career while fostering the skills they need to establish an effective mentoring relationship.

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“…The third element of a quality STEM program is the learning environment in which students were mentored by graduate students in the laboratories whose research foci matched students’ individual interests. Mentors assist students from aspiration to achievement in STEM and bolster students’ STEM self-efficacy (Powers, Schmidt, Sowers, & McCracken, 2015; Robnett, Nelson, Zurbriggen, Crosby, & Chemers, 2019). The importance of mentoring women, ethnic minorities, and low-SES individuals has been emphasized; their academic performance and self-efficacy in STEM disciplines has been enhanced (Kendricks, Nedunuri, & Arment, 2013; MacPhee, Farro, & Canetto, 2013).…”

Section: Discussionmentioning

confidence: 99%

Students’ Perceptions of a Special Program for Developing Exceptional Talent in STEM

Pease

Maker

2019

Journal of Advanced Academics

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This investigation was to explore perceptions of students who participated in the Cultivating Diverse Talents in STEM project in an R1 university through (a) university-based summer internship program, (b) subsequent school-year research internships, and (c) successive summer workshops or internships. Thirteen high school juniors from diverse backgrounds and low-income families were selected using a series of identification and assessment methods. Both the performance-based and paper-and-pencil assessments were measures of creative problem solving and application of conceptual understandings. A questionnaire was administered after students’ participation in the summer internship. The core theme, active involvement in problem solving inspired and motivated students with exceptional talent, was identified, including three categories: (a) academic initiative and engagement, (b) transition preparation, and (c) practical skill development. Strengths of diverse, underrepresented students with exceptional talent in STEM (spatial analytical skills, high academic resilience, and persistence) and critical elements of a quality STEM program (focusing on individual research interests and real-world problems, providing enriched and varied experiences, and creating supportive mentoring relationships) are included in the research implications.

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Qualitative Investigation of the Influence of STEM Mentors on Youth With Disabilities

Cited by 19 publications

References 9 publications

A Randomized Trial of a Science, Technology, Engineering, and Mathematics Mentoring Program

A Randomized Trial of a Science, Technology, Engineering, and Mathematics Mentoring Program

Establishing effective STEM mentoring relationships through mentor training

Students’ Perceptions of a Special Program for Developing Exceptional Talent in STEM

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