The Role of Perceived Institutional Support in Encouraging Faculty Mentoring of Undergraduate Researchers

• In Event: 31.051 - Mentoring and Student-Faculty Interactions

Abstract

Undergraduate research is an experience that cultivates creative and intentional learning in and out of the classroom. Using unique data from an online survey of faculty members at three diverse colleges and universities, we investigate the individual and institutional factors that facilitate or inhibit faculty members’ willingness to participate as a research mentor to one or more undergraduates. We also examine differences by faculty member’s race, paying attention to the experience of underrepresented minority faculty. We find departmental and institutional support to be the key factors correlated with faculty member mentoring. Reported support is more influential for under-represented minority faculty than white faculty. Our findings highlight the embedded nature of undergraduate research within higher education as a social institution.

Authors

• Shannon Davis, George Mason University

• Duhita Mahatmya, University of Iowa

• Rebecca Jones, George Mason University

• Pamela W. Garner, George Mason University