Social networks, social capital, social support and academic success in higher education: A systematic review with a special focus on ‘underrepresented’ students

Mishra, Shweta

doi:10.1016/j.edurev.2019.100307

Cited by 342 publications

(333 citation statements)

References 136 publications

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“…Nearly 60% said they currently talk to their families and friends about STEM. Family encouragement and support have been found to be important factors in students' ability to amass the social and cultural capital required for educational success (Mishra, 2020). Prior research has shown that positive academic reinforcement, especially from family members, is associated with improved educational achievement among minority students, even if those family members did not attend college themselves (Elliott and Bachman 2018).…”

Section: Discussionmentioning

confidence: 99%

Factors influencing participation of underrepresented students in STEM fields: matched mentors and mindsets

Kricorian¹,

Seu²,

López³

et al. 2020

IJ STEM Ed

159

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Background: Women and ethnic minorities remain underrepresented in science, technology, engineering, and math (STEM) fields. The goal of this pilot study is to better understand the beliefs and experiences of underrepresented US students pursuing STEM. Our focus was to gain insights into their mentorship experiences and preferences regarding having mentors who are gender and ethnicity matched. Environmental and psychological factors associated with participants' decision to pursue STEM, such as family influences, academic mindsets, and attitudes towards STEM, were also studied. Methods: We developed a survey tool based on published literature and established instruments, including measures of STEM belonging, science identity, and growth mindset, as well as measures assessing students' views on their STEM participation. We surveyed members of a STEM-focused non-profit who were in college, graduate school, or were recent graduates.Results: Forty-eight adults currently pursuing STEM responded to the survey. The majority (71%) were female and nearly all (96%) identified as an ethnic minority. Most reported knowing someone of their same gender (68%) or ethnicity (66%) with a STEM career who served as a role model. The majority (54%) stated that meeting a STEM professional of their own gender and ethnicity would be effective encouragement to pursue STEM. A similar percentage (56%) believed that media exposure to gender-and ethnicity-matched STEM professionals would be effective encouragement. Most (73%) demonstrated a growth mindset and had strong family support to pursue STEM (68%). Only two-thirds (66%) felt they belonged in STEM careers, and 30% agreed that people in their STEM classes are a lot like them. Conclusion: This study contributes additional information on the views and experiences of diverse students actively pursuing STEM. Most participants indicated the importance of meeting and being mentored in STEM by those of their same gender and ethnicity, either in person or through media. Future educational efforts to increase STEM diversity should consider students' mentorship preferences and facilitate interactions with matched-background mentors accordingly, with consideration given to the use of media. Educators should focus on inclusive learning by highlighting the accomplishments of diverse STEM professionals, to help strengthen feelings of STEM belonging.

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Section: Discussionmentioning

confidence: 99%

Factors influencing participation of underrepresented students in STEM fields: matched mentors and mindsets

Kricorian¹,

Seu²,

López³

et al. 2020

IJ STEM Ed

159

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“…Nesse sentido, avalia-se que um baixo nível de apoio social está associado a efeitos negativos à saúde dos acadêmicos. Kumar & Chaturvedi, 2018;Kassim, 2020;Wang & Shi, 2018;Kumar, Chaturvedi, 2018, Mishra, 2020Billdo et al, 2019;Narayanan, Weng, & Onn, 2016, Chu et al, 2016Bender et al, 2019). O apoio social pode ser definido como um processo interativo no qual a ajuda emocional, instrumental ou financeira é obtida da rede social.…”

Section: Resultsunclassified

“…Development, v. 9, n. 10, e4709108695, 2020 (CC BY 4.0) | ISSN 2525-3409 | DOI: http://dx.doi.org/10.33448/rsd-v9i10.8695 Para Cacioppo e Cacioppo (2014) apoio social refere-se a ter família, amigos ou outras pessoas a quem se pode recorrer em momentos de necessidade. Destaca-se a importância da família, pois indivíduos que cresceram e se desenvolveram em ambientes com família positiva (apoio dos pais e menos conflitos), tem desenvolvimento psicossocial positivo, que abrange o apoio percebido, características da personalidade, habilidades, autoestima, e sentimentos de controle pessoal o que facilita na adaptação e no enfrentamento de dificuldades na vida universitária (Uchino, 2009;Mishra, 2020).…”

Section: Resultsunclassified

“…No caso de estudantes universitários que precisam morar longe da família e amigos para estudar, uma alternativa para ajudar a diminuir ou eliminar os sentimentos de solidão é a criação nas universidades, de residências e organizações estudantis, pois podem facilitar a construção de amizades que proporcionam apoio social (Mishra, 2020). A realização de atividades de acolhida pode auxiliar na adaptação dos estudantes (Shu et al, 2020).…”

Section: Resultsunclassified

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Redes sociais e apoio social em estudantes universitários: uma revisão integrativa

Jantara

Abreu

Paula

et al. 2020

RSD

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Introdução: Durante a graduação, estudantes universitários ficam expostos a problemas de saúde mental, em decorrência de aspectos relacionados às suas redes sociais e ao apoio social. Nesse contexto, torna-se necessário estudos que explorem essa temática. Objetivo: identificar a produção científica sobre as redes sociais e o apoio social em estudantes universitários. Método: Trata-se de uma revisão integrativa da literatura, que consistiu na busca de estudos publicados nos últimos cinco anos, em cinco bases de dados internacionais. Resultados: Após o processo de seleção, foram incluídos 42 estudos. Destaca-se que a família, sobretudo a mãe, e os amigos, foram os principais apoiadores mencionados. Estudantes universitários entre 19 e 21 anos de idade obtiveram o menor escore de apoio social. De uma forma geral, o apoio social está associado a efeitos positivos na saúde dos universitários e a insuficiência do apoio social ligado a efeitos negativos. Foram relatadas associações positivas com a empatia, motivação intrínseca para estudar, bem-estar subjetivo e espiritual, inteligência emocional, desempenho acadêmico, satisfação com a vida, sucesso acadêmico, equilíbrio trabalho/vida, habilidades em resolver problemas, dentre outros fatores. Em contrapartida, a insuficiência de apoio social esteve associada ao estresse, depressão, solidão, ansiedade, uso de drogas, medo de engordar, transtornos mentais, dentre outras condições negativas. Conclusão: as redes sociais podem servir de apoio social ao longo da vida, se sobressaindo em períodos de transformações, mudanças e processos adaptativos, como os vivenciados durante o período de formação acadêmica, representando uma temática de interesse mundial.

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“…Немаловажным является то, что по всему миру в настоящее время активно развиваются технологии дистанционного обуче-ния: образовательные платформы, порталы, программные комплексы, электронные библиотеки, -они позволяют значительно расширить географию и контингент обучающихся. Сложившиеся условия определяют стратегические направления развития российского образования [1][2][3][4][5][6][7][8].…”

Section: Organization Of Continuous Education In the Training Of Specunclassified

Организация Непрерывного Образования В Подготовке Специалистов Направления «Градостроительство»

Данилина¹,

Vlasov²

2020

aac

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В соответствии с мировыми тенденциями Национальный проект Российской Федерации «Образование» определяет формирование системы непрерывного образования как одну из основных стратегических задач развития для образовательных учреждения высшей школы. В статье рассмотрены вопросы развития системы непрерывного образования по направлению подготовки «Градостроительство», которая включает три существующие ступени образования - бакалавриат, магистратуру и аспирантуру, а также предполагает наличие обширного портфеля программ дополнительного образования, который позволит постоянно совершенствовать свои навыки или осваивать новые компетенции.В статье предложена модель непрерывного образования, а также подход к организации системы непрерывного образования, основанные на интеграции существующей системы высшего образования, потребностей профессиональной отрасли и современных тенденций в развитии комфортной и безопасной городской среды. Определены основные виды и способы реализации программ дополнительного образования, которые будут входить в систему непрерывного образования. Апробация представленной модели представлена на образовательном процессе, организованном на кафедре «Градостроительство» НИУ МГСУ и включающем предложения по реализации дополнительной программы профессиональной переподготовки «Градостроительство». Программа разработана на базовой кафедре «Градостроительство» НИУ МГСУ и объединяет преподавательский состав кафедры и практикующих специалистов. Программа рассчитана на 350 часов обучения, организованного в дистанционной форме, и включает в себя 12 дисциплин, а также итоговую аттестационную работу. Предложенная программа переподготовки является одной из первых, разработанных в рамках развития дополнительного образования и интегрированных в систему непрерывного образования по направлению «Градостроительство».

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Social networks, social capital, social support and academic success in higher education: A systematic review with a special focus on ‘underrepresented’ students

Cited by 342 publications

References 136 publications

Factors influencing participation of underrepresented students in STEM fields: matched mentors and mindsets

Factors influencing participation of underrepresented students in STEM fields: matched mentors and mindsets

Redes sociais e apoio social em estudantes universitários: uma revisão integrativa

Организация Непрерывного Образования В Подготовке Специалистов Направления «Градостроительство»

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