Factors Impacting Meaningful Faculty-Student Relationships in STEM
Explore the influences on the development of meaningful faculty-student relationships in STEM fields, including race/ethnicity demographics, pre-college variables, and college experiences. Discover how background factors and academic encounters shape mentorship dynamics.
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Presentation Transcript
Becoming STEM Prot g s: : Factors Predicting the Access and Development of Meaningful Faculty-Student Relationships
Race/Ethnicity Latina/o 19% White 44% African American 16% Asian 16% American Indian 5%
Background and Pre-College Variables Effect Native American (vs. White) Came to college to prepare for graduate school + Goal of being well-off financially Note: Several other pre-college experiences and achievement variables had significant associations with faculty mentorship prior to adding college experiences to the model.
College Experiences Career goal: Discovery/enhancement of knowledge Failed one or more courses Effect + Joined club related to major + Presented research at a conference + Worked on independent study projects + Tutored another college student Met with advisor/counselor about career plans Asked professor for advice after class + + +
College Experiences Challenged a professor s ideas in class Effect + Felt intimidated by professors Felt isolated from campus life Felt that faculty are interested in students personal problems Felt that faculty are interested in students academic problems Satisfaction with racial/ethnic diversity of student body + + +
Institutional Context Control: Private Effect + Selectivity + HBCU (vs. non-HBCU) + Proportion of STEM undergraduates Student aggregate: Faculty are interested in students personal problems Faculty aggregate: Faculty are interested in students academic problems + +
Contact Information Faculty and Co-PIs: Sylvia Hurtado Mitchell Chang Postdoctoral Scholars: Kevin Eagan Josephine Gasiewski Administrative Staff: Aaron Pearl Graduate Research Assistants: Christopher Newman Minh Tran Jessica Sharkness Gina Garcia Felisha Herrera Cindy Mosqueda Juan Garibay Tanya Figueroa Papers and reports are available for download at: http://heri.ucla.edu/nih Project e-mail: herinih@ucla.edu Acknowledgments: This study was made possible by the support of the National Institute of General Medical Sciences, NIH Grant Numbers 1 R01 GMO71968-01 and R01 GMO71968-05 as well as the National Science Foundation, NSF Grant Number 0757076. This independent research and the views expressed here do not indicate endorsement by the sponsors.
