Mentoring and Identity as a Scientist: Insights From Ethnically Diverse Undergraduates and Their Research Mentors

• In Event: 42.031 - STEM Identity Development: The Contribution of Educational and Schooling Experiences

Abstract

The United States is currently struggling to populate its science workforce. This problem is compounded by the lack of diversity that currently characterizes many science fields. Accordingly, researchers and educators have partnered to offer educational interventions that target women and members of underrepresented ethnic groups. These interventions often feature an intensive period of mentored research involvement. For some undergraduates, these research apprenticeships yield positive outcomes such as heightened identity as a scientist; other undergraduates, however, benefit very little.

Purpose. The current study seeks to better understand this variation in student outcomes by focusing on the mentoring relationship. Specifically, we examine whether undergraduates and their mentors differ in their evaluations of the mentoring relationship and, if so, whether these discrepancies are associated with negative outcomes. For example, Edith’s identity as a scientist may suffer if she believes that she is receiving too little mentoring, but her mentor believes that she is receiving an adequate amount. The importance of “alignment” in mentor-protégé evaluations has been demonstrated in organizational contexts, yet has received surprisingly little attention in university settings.

Data. To assess connections between student-mentor alignment and identity as a scientist, we utilize survey data from 79 undergraduates and their faculty mentors. Participants were recruited from a research-intensive outreach program that serves students who are underrepresented in science fields. Accordingly, our undergraduate sample was primarily composed of women (67%) and members of ethnic groups that are historically underrepresented in science (70%).

Method. Participation occurred through an online survey. Students and mentors both rated the amount of instrumental, socio-emotional, and negative mentoring that was present in the mentoring relationship. Additionally, students rated their identity as a scientist, and mentors responded to several open-ended questions about rewards and difficulties in the mentoring relationship.

Results. We utilized a blend of quantitative and qualitative methods to analyze the data. First, polynomial regression assessed whether identity as a scientist was associated with the degree, directionality, and linearity of student-mentor alignment. Findings indicated that, as expected, identity as a scientist was lowest when students and their mentors disagreed about the mentoring relationship. For instance, students tended to be low in identity as a scientist when they believed that they were receiving very little instrumental mentoring, but their mentors believed that they were providing a substantial amount (a3 = -1.58 and a4 = -.82; ps < .01).

Next, we used thematic analysis to analyze mentors’ open-ended descriptions of the mentoring relationship. These analyses yielded deeper insight into the mechanisms driving the quantitative findings. Most notably, we identified themes of altruism and narcissism in the mentors’ responses. Chi-squares demonstrated that narcissistic responses were especially prevalent among mentors who, according to the quantitative analyses, were not well aligned with their students.

Significance. Collectively, these findings suggest that identity as scientist suffers when students and their mentors are not aligned in their evaluations of the mentoring relationship. It therefore may be worthwhile to create opportunities for students and their mentors to mutually reflect on expectations. Discussion centers on potential avenues for intervention.

Authors

• Rachael Robnett, University of Nevada - Las Vegas

• Martin Chemers, University of California - Santa Cruz

• Eileen Zurbriggen, University of California - Santa Cruz

• Faye Crosby, University of California - Santa Cruz