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dc.contributor.authorSchwartz, Joni
dc.date.accessioned2020-02-15T14:08:37Z
dc.date.available2020-02-15T14:08:37Z
dc.date.issued2012-04-12
dc.identifier.citationSchwartz, J. (2012). Faculty as undergraduate research mentors for students of color: Taking into account the costs. Science Education, 96(3), 527–542.en_US
dc.identifier.issn1098-237X
dc.identifier.urihttps://dire.upr.edu/handle/11721/1919
dc.description.abstractThis article is based on the findings of a 2‐year study that examined the nature of effective faculty/student undergraduate research (UR) science, technology, engineering, and mathematics (STEM) relationships. The study site was a large urban public college where three fourths of all incoming freshmen receive need‐based aid; and although not a historically Black college or university (HBCU), 85% are students of color. The college offers 2‐ and 4‐year STEM degree programs. Utilizing cultural historical activity theory (CHAT) as both a theoretical and methodological framework, this phenomenological study employed semistructured interviews, written surveys, and member checking to understand four paired faculty/student UR mentoring relationships over 2 years. The findings not only concur with the bulk of UR research, indicating UR's promise for addressing the low enrollment and retention rates of students of color in the STEM disciplines but also raise issues around the emotional, financial, and professional costs to UR faculty. It is these costs that are the focus of this article that concludes with ideas, for university and college administrators and all others concerned, about on how we might support faculty in UR's crucial work toward the goal of retaining students of color in STEM.en_US
dc.language.isoen_USen_US
dc.publisherWiley Online Libraryen_US
dc.subjectfaculty as mentorsen_US
dc.subjectundergraduate researchen_US
dc.subjectstudents of coloren_US
dc.subjectSTEMen_US
dc.titleFaculty as Undergraduate Research Mentors for Students of Color: Taking Into Account the Costsen_US
dc.typeArticleen_US
dc.identifier.doihttps://doi.org/10.1002/sce.21004en_US
dc.local.DepartmentOtheren_US
dc.local.FacultyOtheren_US


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