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

Autor/inn/en	Powers, Laurie E.; Schmidt, Jessica; Sowers, Jo-Ann; McCracken, Kasey
Titel	Qualitative Investigation of the Influence of STEM Mentors on Youth with Disabilities
Quelle	In: Career Development and Transition for Exceptional Individuals, 38 (2015) 1, S.25-38 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-1434
DOI	10.1177/2165143413518234
Schlagwörter	STEM Education; Mentors; Disabilities; Mixed Methods Research; High School Students; Focus Groups; Educational Benefits; Career Exploration; Occupational Aspiration; Self Esteem; Parent Participation; Interpersonal Relationship; Interpersonal Competence; Experiential Learning + Suchen Sie Ihr Suchwort? STEM; Handicap; Behinderung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Bildungsertrag; Berufserkundung; Berufsneigung; Berufsziel; Self-esteem; Selbstaufmerksamkeit; Elternmitwirkung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Interpersonale Kompetenz; Experiental learning; Erfahrungsorientiertes Lernen
Abstract	Very little systematic research has been conducted on mentoring of youth with disabilities, especially science, technology, engineering, and mathematics (STEM) mentoring. This article describes findings from a qualitative study, conducted as a component of an explanatory, sequential mixed-methods investigation of the outcomes and processes of a STEM mentoring intervention for high school-aged youth with disabilities, provided by mentors with and without disabilities. Focus groups were conducted with 30 youth, 30 parents, and 28 mentors following their participation in a randomized trial of a mentoring intervention. Key themes include the benefits of mentoring for STEM career development, especially for older youth; the importance of relationship development, encouraging guidance, and participation in experiential activities; and personality and interest compatibility in successful mentor-mentee matching. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01