A Phenomenological Study of Community College STEM Majors' Experiences With K–12 Teacher Mentors

• In Event: Addressing Challenges in Facilitating Pathways From Community Colleges to STEM Bachelor's Degrees

Abstract

The aims of the current study were to (1) explore how community college STEM majors make meaning of their experiences with teacher mentors in high-needs schools and (2) understand the ways students’ experiences with teacher mentors influenced their interest in teaching. Using interviews and written reflection activities, a qualitative phenomenological approach was used to understand and describe the meaning of the lived mentoring experiences of 17 community college science and mathematics majors. Five themes were identified to describe STEM majors’ meaning of mentoring experiences with mentors in elementary, middle and high schools in a local high-needs school district. Results point to the potential of early relationships with teacher mentors as a means to shape STEM majors’ interest in teaching.

Authors

• Gloria Crisp, The University of Texas - San Antonio

• Vincent D Carales, The University of Texas - San Antonio

• Carey B. Walls, The University of Texas - San Antonio