Becoming Researchers Together: Mentorship, Identity, and Belonging in an Online Graduate Research Collective

• In Event: AERA Roundtable Session Wednesday 3:45 pm - Gold 2
  In Roundtable Session: Navigating Belonging & Identity: Diverse Doctoral Journeys

Abstract

This paper reports a concurrent mixed methods study of a faculty‑led research project in a large online graduate program. Guided by critical mentorship theory and transformative learning theory, we investigated how collective participation shaped students’ research confidence, sense of belonging, emerging researcher identities, and the leadership practices that sustained engagement. Survey data (n = 30) measured researcher self-efficacy and sense of belonging, while open‑ended responses captured reflective narratives. Quantitative analysis revealed that sense of belonging is a statistically significant predictor of researcher motivation and identity. Qualitative themes highlighted identity expansion, reciprocal expertise, and catalytic confidence. Findings also identify leadership strategies—such as opt-in structure, transparent authorship, and peer-led sessions—that positively influenced sustained participation. Implications address equity‑minded mentoring in digital graduate education.

Authors

• Laila Y. Sanguras, Baylor University

• Heather Bailie Schock, University of Tampa

• Rachel Coussens, Baylor University

• Norm Reinhardt, Baylor University

• Kerstin Marie Cornell, Baylor University

• Melissa J. Allen, Alpine School District