Shifting Grounds: Building Science Identity in Geoscience Through Tiered Mentoring

• In Event: Science and STEM Identity Development and Formation

Abstract

Despite ongoing efforts to diversify STEM, geosciences remain one of the least representative fields. This study examines how an interdisciplinary, mentored field trip supports science identity development among underrepresented undergraduates. Drawing on Carlone and Johnson’s (2007) science identity framework and Crisp and Cruz’s (2009) mentoring model, we analyzed interview data from participants in a weeklong geoscience field experience that used a tiered mentoring structure. Preliminary findings show that mentoring enhanced students’ competence and internal recognition as future scientists, with advanced peers and faculty helping novices make disciplinary and career connections. This work contributes to “futuring” in education research by offering a model that confronts past inequities and improves present student experiences and future pathways for inclusion.

Authors

• Virginia W. Snodgrass Rangel, University of Houston

• Kelli Lahman, University of Houston

• Galo Medina, University of Houston

• Tiffany Ngo, University of Houston

• Brandee Carlson, University of Houston

• Brad Smith, University of Houston

• Peter Copeland