Student Perceptions of Faculty Communal Values Predict Authenticity, Belonging, and Identity Development

• In Event: Fairmont Roundtable Session Three
  In Roundtable Session: Next Steps for Situated Expectancy-Value Theory (Table 12)

Abstract

We surveyed 206 college students working across 56 faculty STEM research labs to examine how perceptions of faculty values influence students’ research experiences and motivations. Multilevel analyses indicated that students who perceived their faculty as holding greater communal values reported higher science identity and felt more authentic in their research labs. In turn, greater authenticity predicted lower belonging uncertainty in their research labs. We discuss implications for both researchers and practitioners for considering the role of values in science education and how students’ perceptions of faculty values influence research experiences and science identity development.

Authors

• Oliva Elizabeth Mota Segura, San Diego State University
  Presenting Author

• Ivan A. Hernandez, San Diego State University
  Non-Presenting Author

• Dustin Thoman, San Diego State University
  Non-Presenting Author

• Jessi L. Smith, University of Colorado - Colorado Springs
  Non-Presenting Author