Conceptualizing a Zone of Proximal Self Framework: A Case Study of Undergraduate Computer Science Mentors

• In Event: Conceptualizing a Zone of Proximal Self Framework: A Case Study of Undergraduate Computer Science Mentors

Abstract

This study introduces the zone of proximal self (ZPS), which conceptualizes how interpersonal interactions within a higher education learning ecology support students’ pathway towards their possible selves and the development of both academic and social-emotional competencies. Using semi-structured interviews, this case study presents findings on how ZPS impacts the experiences of undergraduate computer science mentors. Findings show the importance of 1) ideal and feared possible selves, 2) expert players, or perceived legitimate figures of success, in students’ understanding of valued competencies within the field, and 3) how mentors’ socialization impacts their mentorship practices and pathways towards future goals. This study provides significant implications for understanding the learning processes and development of mentors, which can inform equity-oriented programs in higher education.

Authors

• Judy Nguyen, Stanford University

• Andrew Estrada Phuong, University of California - Berkeley

• Christopher Todd Hunn, University of California - Berkeley

• Fabrizio Daniel Mejia, Berkeley University of California