Skip to main content
WCS
Menu
Library
Library Catalog
eJournals & eBooks
WCS Research
Archives
Research Use
Finding Aids
Digital Collections
WCS History
WCS Research
Research Publications
Science Data
Services for WCS Researchers
Archives Shop
Bronx Zoo
Department of Tropical Research
Browse By Product
About Us
FAQs
Intern or Volunteer
Staff
Donate
Search WCS.org
Search
search
Popular Search Terms
WCS History
Library and Archives
Library and Archives Menu
Library
Archives
WCS Research
Archives Shop
About Us
Donate
en
fr
Title
Effects of research and mentoring on underrepresented youths’ STEM persistence into college
Author(s)
Beauchamp, Alexandra L.; Roberts, Su-Jen; Aloisio, Jason M.; Wasserman, Deborah; Heimlich, Joe E.; Lewis, J.D.; Munshi-South, Jason; Clark, J. Alan; Tingley, Karen
Published
2022
Publisher
Journal of Experiential Education
Published Version DOI
https://doi.org/10.1177/10538259211050098
Abstract
Background: Authentic research experiences and mentoring have positive impacts on fostering STEM engagement among youth from backgrounds underrepresented in STEM. Programs applying an experiential learning approach often incorporate one or both of these elements, however, there is little research on how these factors impact youth's STEM engagement during the high school to college transition. Purpose: Using a longitudinal design, this study explored the impact of a hands-on field research experience and mentoring as unique factors impacting STEM-related outcomes among underrepresented youth. We focus on the high school to college transition, a period that can present new barriers to STEM persistence. Methodology/Approach: We surveyed 189 youth before and up to 3 years after participation in a 7-week intensive summer intervention. Findings/Conclusions: Authentic research experiences was related to increased youths’ science interest and pursuit of STEM majors, even after their transition to college. Mentorship had a more indirect impact on STEM academic intentions; where positive mentorship experiences was related to youths’ reports of social connection. Implications: Programs designed for continuing STEM engagement of underrepresented youth would benefit from incorporating experiential learning approaches focused on authentic research experiences.
Keywords
mentoring; research experience; STEM; underrepresented; experiential learning
Access Full Text
A full-text copy of this article may be available. Please email the
WCS Library
to request.
Back
PUB35688