Motivation to Address the Role of Race/Ethnicity in Research Mentoring Relationships

• In Event: 29.018 - Pathways to Achieving Equal Educational Opportunities for Teachers and College Students of Color

Abstract

The purpose of this study was to use self-determination theory to better understand the motivation of mentors in the sciences to engage in culturally responsive mentoring practices. 113 mentors in the biological sciences were asked to report their level of motivation and the reasons behind their motivation to address the role of race and ethnicity in their mentoring relationships. Mentors’ responses were coded using a qualitative approach, and results were examined by motivation level, previous experience with mentoring, and mentor race/ethnicity. Extrinsic motivation and amotivation were the most frequently assigned codes to mentors’ responses. Implications of these findings for mentors and diversifying the STEMM workforce are discussed.

Authors

• Amanda R. Butz, University of Wisconsin - Madison

• Kimberly Spencer, University of Wisconsin - Madison

• Nancy Thayer-Hart, University of Wisconsin - Madison

• Ivan Cabrera, University of Wisconsin - Madison

• Angela Byars-Winston, University of Wisconsin - Madison