Math Attitudes and Identity of High Schoolers Impacted through Participating in Informal, Near-Peer Mentoring

Autor/inn/en	Wilson, Aaron T.; Wang, Xiaohui; Galarza, Mayra Ortiz; Knight, John; Patiño, Eliazar
Titel	Math Attitudes and Identity of High Schoolers Impacted through Participating in Informal, Near-Peer Mentoring
Quelle	In: International Journal of Research in Education and Science, 9 (2023) 2, S.535-545 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Wilson, Aaron T.) ORCID (Wang, Xiaohui) ORCID (Galarza, Mayra Ortiz) ORCID (Knight, John) ORCID (Patiño, Eliazar)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Student Attitudes; Mentors; Peer Teaching; High School Students; Minority Group Students; Mathematics Instruction; Informal Education; College Students; Summer Programs; Social Media; Hispanic American Students; At Risk Students; STEM Education; Experiential Learning; Self Concept; Career Choice; Sciences; Texas + Suchen Sie Ihr Suchwort? Schülerverhalten; Peer group teaching; Peer Group Teaching; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Mathematics lessons; Mathematikunterricht; Informelle Bildung; Nichtformale Bildung; Collegestudent; Sommerkurs; Soziale Medien; Hispanic; Hispanic Americans; Hispanoamerikaner; STEM; Experiental learning; Erfahrungsorientiertes Lernen; Selbstkonzept; Science; Wissenschaft
Abstract	Research in mentoring has shown that students may at times be more willing and able to absorb information that is delivered to them by their near-peers, rather than by traditional figures of authority, like teachers and professors. In this study, underrepresented minority high school students participated in an informal learning experience that was led by college students who were "near-peers" to the high schoolers. Students were engaged by participating in interactive MathShows, following a Math Social Media Campaign, and attending a summer Math Internship. Participants in the quantitative component of the study included N = 559 U.S. high schoolers who were from predominantly (>99%) Hispanic ethnic backgrounds. The qualitative component of the study involved another 19 students from the same school. The mixed methods study addresses associations between high schoolers' attitudes toward mathematics and their identity alignment, as well as classes of reasons that students gave for their identity alignment. Interactions with the college near-peers that occurred during the experiential learning intervention are also discussed. Results of this study address the goal of broadening participation of underrepresented student groups in STEM careers. (As Provided).
Anmerkungen	International Society for Technology, Education, and Science. e-mail: ijresoffice@gmail.com; Web site: https://www.ijres.net/index.php/ijres
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01