论文标题
STEM中历史上代表性不足的群体的学生的指导模型
A model of mentorship for students from historically underrepresented groups in STEM
论文作者
论文摘要
指导对学生的学术成就和毅力至关重要，特别是对于历史上代表性不足（HU）小组的学生而言。在旨在支持HU本科生在STEM中获得学术成就的计划，他们希望在这些领域攻读博士学位，学生会获得全面的支持，包括经济援助，高度参与的指导，双重教师指导，专业发展研讨会和夏季研究经验。该计划的学者Cal-Bridge计划一致地报告说，教师指导是最有影响力的功能。尽管指导的评价很高，但初步评估表明学者之间社区意义上的早期赤字。作为回应，实施了教师的专业发展和对同伴网络的支持，以扩大和增强支持学者成功的关系。在这里，我们提出了一种有希望的多方面指导模型，可以支持HU本科生的学术成功。
Mentorship is critical to student academic success and persistence, especially for students from historically underrepresented (HU) groups. In a program designed to support the academic success of HU undergraduates in STEM who wish to pursue a PhD in those fields, students experience comprehensive support including financial aid, highly-engaged mentoring, dual faculty mentorship, professional development workshops, and summer research experiences. Scholars in this program, the Cal-Bridge program, consistently report that faculty mentorship is the most impactful feature. While mentorship was rated highly, preliminary evaluation indicated an early deficit in a sense of community among scholars. In response, faculty professional development and support for peer networking were implemented to expand and enhance the relationships that support scholar success. Here we present a promising multifaceted model of mentorship that can support the academic success of HU undergraduates.
