High-Quality Supportive Interactions: Coping With Adversity and Thriving in STEM

• In Event: Mentorship and Mentoring Practices SIG Paper Session

Abstract

STEM programs typically use relationships to support underrepresented minorities (URM’s) persistence yet little is known about how relationships function. This study examines how supportive interactions in relationships can help normalize URM’s experiences of hardship in STEM and promote sense of belonging (determinant of academic success). Using the “thriving through relationships” framework we examine: a) interpersonal processes that constitute high quality social support; b) whether high quality support predicts sense of belonging and intention to persist in STEM; c) whether assistance in making adaptive appraisals of adversity experiences underlies these effects. The study was done in the context of an evaluation of a STEM program at a Southern California university, to further identify and understand best practices in supporting URM students.

Authors

• Monique Matelski, Cobblestone Applied Research & Evaluation, Inc.

• Rebecca Eddy, Cobblestone Applied Research and Evaluation, Inc.

• Winny Dong, California Polytechnic State University, Pomona