Self-Determination Theory CARES Model for Mentors Helps Reveal Underrepresented Scholars' Sources of Challenges and Resilience

• In Event: Marriott Roundtable Session 32
  In Roundtable Session: Mentoring Pathways in Higher Education

Abstract

To promote academic success of underrepresented scholars, we completed a four-arm randomized trial, in which half of the mentors completed mentor training. The training was based on Self-determination Theory (SDT) and consisted of 1) a half-day workshop about intrinsic and extrinsic motivators such as: Competence, Autonomy, Relatedness, Extrinsic compensation and equity, and Structure, (CARES), and 2) an assignment for the mentors to interview their scholars. We report on 60 one-hour semi-structured follow-up co-investigator interviews with mentors to characterize discussions with their scholars concerning their scholars’ sources of challenges and resilience. We found that the SDT-CARES model facilitated mentor-scholar discussions of sensitive topics, differing perceptions about academic strengths, sources of scholar’s support and their perceptions, and attitudes about academia.

Authors

• Camille A. Martina, University of Rochester

• Jennifer LaGuardia, Educational consultant

• Vivian Lewis, University of Rochester

• Daryl Sharp, University of Rochester

• Richard M. Ryan, Australian Catholic University