The Motivations of STEM Mentors

Autor/inn/en	Rangel, Virginia Snodgrass; Jones, Sara; Doan, Victoria; Henderson, Jerrod; Greer, Ricky; Manuel, Mariam
Titel	The Motivations of STEM Mentors
Quelle	In: Mentoring & Tutoring: Partnership in Learning, 29 (2021) 4, S.353-388 (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rangel, Virginia Snodgrass)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-1267
DOI	10.1080/13611267.2021.1954461
Schlagwörter	Mentors; STEM Education; Undergraduate Students; Student Motivation; Student Attitudes; Background; Student Experience; Self Determination; After School Programs; Engineering; Males; Elementary School Students; Persistence; Self Efficacy; Incentives; Social Influences; Altruism; Social Support Groups; African American Students; Hispanic American Students; At Risk Students; Texas + Suchen Sie Ihr Suchwort? STEM; Schulische Motivation; Schülerverhalten; Hintergrundinformation; Studienerfahrung; Selbstbestimmung; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Maschinenbau; Male; Männliches Geschlecht; Ausdauer; Self-efficacy; Selbstwirksamkeit; Anreiz; Sozialer Einfluss; Altruistic behavior; Altruismus; Social support; Soziale Unterstützung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner
Abstract	Little is known about why people decide to mentor in the context of science, technology, engineering, and math (STEM) learning. The purpose of this qualitative study was to identify the motivations of undergraduate student mentors working in an afterschool STEM program for underrepresented elementary schoolboys. We used self-determination theory (SDT) to explain why the undergraduate students decided to become mentors and, for some of them, to persist as mentors. We interviewed a sample of 16 mentors about their backgrounds and experiences over three semesters. The participants experienced intrinsic and extrinsic motivations to become and persist as mentors. Each mentor articulated more than one reason, suggesting their motivations are multifaceted. Some motivations did not fit well with SDT, which points to the underlying complexity of why people mentor and how mentors' backgrounds shape their motivations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01