1. Rachel Chaffee
  2. http://www.rachelchaffee.com
  3. Postdoctoral Research Fellow
  4. Staying in Science: Examining the pathways of underrepresented youth mentored in research
  5. https://www.amnh.org/learn-teach/evaluation-research-and-policy/research/staying-in-science-examining-the-pathways-of-underrepresented-youth-in-mentored-research
  6. American Museum of Natural History
  1. Preeti Gupta
  2. https://pgupta10.wixsite.com/preetigupta
  3. Director of Youth Learning and Research
  4. Staying in Science: Examining the pathways of underrepresented youth mentored in research
  5. https://www.amnh.org/learn-teach/evaluation-research-and-policy/research/staying-in-science-examining-the-pathways-of-underrepresented-youth-in-mentored-research
  6. American Museum of Natural History
  1. Karen Hammerness
  2. https://karenhammerness.com/
  3. Director of Educational Research and Evaluation
  4. Staying in Science: Examining the pathways of underrepresented youth mentored in research
  5. https://www.amnh.org/learn-teach/evaluation-research-and-policy/research/staying-in-science-examining-the-pathways-of-underrepresented-youth-in-mentored-research
  6. American Museum of Natural History
  1. Albeliza Perez
  2. https://www.linkedin.com/in/albeliza/
  3. Coordinator of Youth Development
  4. Staying in Science: Examining the pathways of underrepresented youth mentored in research
  5. https://www.amnh.org/learn-teach/evaluation-research-and-policy/research/staying-in-science-examining-the-pathways-of-underrepresented-youth-in-mentored-research
  6. American Museum of Natural History
  1. Timothy Podkul
  2. https://www.linkedin.com/in/tim-podkul/
  3. Director
  4. Staying in Science: Examining the pathways of underrepresented youth mentored in research
  5. https://www.amnh.org/learn-teach/evaluation-research-and-policy/research/staying-in-science-examining-the-pathways-of-underrepresented-youth-in-mentored-research
  6. SRI International, NSF INCLUDES
Public Discussion

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  • Icon for: Stephen Uzzo

    Stephen Uzzo

    Facilitator
    Chief Scientist
    May 11, 2021 | 07:56 a.m.

    Thanks, Preeti and team, for continuing this important work! I would be interested in knowing a couple of things. 1) How far have you had the opportunity to follow the students into the impact on their decisions about higher education, and if so, what have you found about persistence? I always worry about the transition to higher Ed and the demands of science core curriculum on their success; and 2) Whether you have made some kind of accounting of social capital indicators in a structured way (like a framework) for success over and above your conclusions?

  • Icon for: Preeti Gupta

    Preeti Gupta

    Co-Presenter
    Director of Youth Learning and Research
    May 11, 2021 | 09:37 a.m.

    Great Questions Steve!

    In terms of following students, we have been tracking trajectories for four years and so most of the participants in the study are sophomores in college, a few are freshman and a few are juniors and seniors. We continue to probe this construct of persistence. The people piece of this continues to rise to the top. Who the students know and how they tap them for supports is critical. Interestingly, who those people are evolve as participants move in their trajectory. This has big implications for program design and alumni engagement support. In the next leg of the project, we are hoping to go deeper. We know that the population we are supporting faces systemic racism in many forms through the college, graduate school experience and even as they enter their first jobs. We hope to learn the ways participants are using supports available to them to persist through these system barriers and places and points where such supports are not sufficient or do not exist. 

    In terms of your second question, we have yet gotten far enough to articulate indicators. We should discuss more what that might look like to be helpful for the field.

     
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    Laura Seifert
  • Icon for: Stephen Uzzo

    Stephen Uzzo

    Facilitator
    Chief Scientist
    May 12, 2021 | 01:47 p.m.

    Looks like there are really interesting questions being generated in this work, and somewhat daunting to really get a grasp on. While takes a village to support persistence in STEM, it looks like it may take a village to figure out how that support really works!

  • Icon for: Billy Spitzer

    Billy Spitzer

    Facilitator
    PI
    May 11, 2021 | 08:52 a.m.

    I really appreciated the very clear explanation of this project using diagrams and narration, and the great summary of the research questions. Your consistent use of "bubbles" to represent the data as well as relationships made it easy to follow. I was really intrigued by your explanation of how COVID-19 affected the research, and would be interested to hear if you have any more of your research findings you could share at this point.

     
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    Lynda Gayden
  • Icon for: Preeti Gupta

    Preeti Gupta

    Co-Presenter
    Director of Youth Learning and Research
    May 12, 2021 | 08:51 a.m.

    Hi Billy, 

    We have a mid-point report of our emerging findings. Some of it is what we describe in this video but the report has a little more detail.

     https://www.amnh.org/learn-teach/evaluation-res...

  • Icon for: Billy Spitzer

    Billy Spitzer

    Facilitator
    PI
    May 12, 2021 | 09:51 a.m.

    Preeti, thanks so much for sharing your findings, and awesome that you have them on the AMNH website! It's so great that you are putting your work out there for others to learn from.

  • Icon for: Tami Lunsford

    Tami Lunsford

    K-12 Teacher
    May 11, 2021 | 09:11 a.m.

    I am really impressed by the thoughtful reflection questions on the mentor-intern relationship.  Especially in these times, to ask students to reflect on challenges and WHO HELPED THEM overcome those challenges strikes me as incredibly important.  Thank you!

     
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    Preeti Gupta
  • Icon for: Preeti Gupta

    Preeti Gupta

    Co-Presenter
    Director of Youth Learning and Research
    May 11, 2021 | 09:45 a.m.

    Thank you Tami,

    We are continuing to collect data this year with specific attention to who college students in the study are naming as supports during the pandemic in terms of college coursework guidance, career guidance, emotional support etc. We are seeing that college faculty and advisors are named, but friends and family are being named at a high rate. This is not surprising because we know that the pandemic created such circumstances where friends and family became critical. We are doing in depth interviews with a subset of the participants to dig deeper into the role these significant adults and peers play.

     
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    Tami Lunsford
  • Icon for: Nickolay Hristov

    Nickolay Hristov

    Facilitator
    Senior Scientist, Director, Associate Professor
    May 11, 2021 | 11:58 p.m.

    I agree with your observation, Tami and it is good to see you as a presenter this year, Preeti. Kudos to you and your Team for a terrific visual presentation. As I navigate the roles of an advisor and a mentor I am often reminded of the adage that advisers are assigned for students while mentors are chosen by the students. I am wondering if you make a distinction between these two roles in that sense and if so what changes, if any, you are noticing with the switch to online instruction and interaction in the past year.

     

     
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    Tami Lunsford
  • Icon for: Tami Lunsford

    Tami Lunsford

    K-12 Teacher
    May 12, 2021 | 06:54 a.m.

    Nickolay- brilliant point.  And Preeti, I am excited to hear the data are coming in to show the important role that friends and family play in decision making.  Some of my past research has shown this is especially true with students of color who traditionally do not pursue STEM (and especially marine science, my field) careers.

     
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    Preeti Gupta
  • May 12, 2021 | 12:38 a.m.

    This is great! High school-aged is such a critical stage to invest in and mentor. Curious if any participants have said that they were also able to get their friends more interested in science? Does the positive impact of mentoring students extend into their bubble of connections or stop with them?

  • Icon for: Preeti Gupta

    Preeti Gupta

    Co-Presenter
    Director of Youth Learning and Research
    May 12, 2021 | 09:01 p.m.

    We do have evidence that many high schoolers do tell others in their school about their experience doing science research and encourage them to apply for the next round. The other point we are noticing is that our alumni are reporting that they take on the role of mentors for younger peers at their colleges. They develop an understanding of how important mentoring is and both formally and informally take on the responsibility of supporting others like them in navigating the process and opportunities. We are continuing to track this pattern.

  • Icon for: Susan Foutz

    Susan Foutz

    Director of Research and Evaluation
    May 14, 2021 | 04:26 p.m.

    I love this aspect of the project! Thanks so much, Heather, for asking a great question and thanks to Preeti for providing examples of how this is playing out in the project. I also LOVED that the story in your video was told from the youth's point of view and not the researchers/professionals. It felt very authentic.

  • Icon for: Rita Hagevik

    Rita Hagevik

    Higher Ed Faculty
    May 12, 2021 | 07:47 a.m.

    Great video and applies to college too. The question: what more can we be doing to create spaces of belonging in STEM is a great one! 

     
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    Preeti Gupta
  • Icon for: Alexa Sawa

    Alexa Sawa

    Higher Ed Faculty
    May 12, 2021 | 12:08 p.m.

    Thank you for this program. Mentorship has always been a key component of our graduate STEM education, and bringing it in to support students early in their careers is a great idea. Have you thought of expanding into the 2-year schools? I run a CURE with my intro bio students at a community college and find that participating in a larger research project is very motivating for my students.

  • Icon for: Preeti Gupta

    Preeti Gupta

    Co-Presenter
    Director of Youth Learning and Research
    May 12, 2021 | 09:06 p.m.

    Hi Alexa, In our study, we are particularly tracking those youth who we started following in 2017/2018 when then completed a high school mentored research program. Some of those students are in a community college setting. However, we are not expanding to others in the colleges that were not originally in the study. That would make a good comparison group though if we could figure out how to do it.

  • Icon for: John Coleman

    John Coleman

    Higher Ed Faculty
    May 12, 2021 | 06:29 p.m.

    Congratulations to American Museum of Natural History and SRI International for their  insightful work on  Staying in Science.  I hope that this work encourages others to bring the opportunity to explore exposure to scientific research to underserved high school students across the nation.  Much is said about how the development of scientists from  diverse backgrounds is critical to our nation’s future.  Your program demonstrates how  it could be made possible.  Absent this kind of program at the high school level or earlier, we in higher ed are left to do what we can to add to the cadre of scientists from underserved communities.  Although there are programs at the higher ed level that do a good job of creating qualified minority scientists (e.g. Meyerhoff Scholarship program), and HBCUs that contribute disproportionately, we must do more.  Thanks to programs supported by  NSF HBCU-UP grants, my university (Langston University) has also been able to contribute (lincproject.com).  As mentioned in your Abstract, we found that intense mentoring, a supportive faculty and staff with whom students could identify, and creating experiences that support self-efficacy – along with innovative teaching and learning strategies - were critical elements in our success. Having said that, it would be great to have a program such as yours become mainstream.

     
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    Preeti Gupta
  • Icon for: Preeti Gupta

    Preeti Gupta

    Co-Presenter
    Director of Youth Learning and Research
    May 12, 2021 | 09:04 p.m.

    Nikolai - I wanted to return to your question about advisor vs mentor. We actually have not tracked whether students are using these words differently. But maybe we should. What we are tracking is who them name as significant in their lives in terms of providing support, exposing them to opportunities and what happens is that sometimes students are naming advisors like a school counselor and other times they are naming teachers or OST program managers or even a sibling, friend or parent. I am really interested to look at our data again to see if we can divide this up by people who are given to you as advisors and people you choose to be a mentor. 

  • Icon for: Preeti Gupta

    Preeti Gupta

    Co-Presenter
    Director of Youth Learning and Research
    May 12, 2021 | 09:10 p.m.

    Nikolai - I wanted to return to your question about advisor vs mentor. We actually have not tracked whether students are using these words differently. But maybe we should. What we are tracking is who them name as significant in their lives in terms of providing support, exposing them to opportunities and what happens is that sometimes students are naming advisors like a school counselor and other times they are naming teachers or OST program managers or even a sibling, friend or parent. I am really interested to look at our data again to see if we can divide this up by people who are given to you as advisors and people you choose to be a mentor. 

     
    1
    Discussion is closed. Upvoting is no longer available

    Matt LaDue
  • Icon for: Nickolay Hristov

    Nickolay Hristov

    Facilitator
    Senior Scientist, Director, Associate Professor
    May 17, 2021 | 01:05 a.m.

    Hi Preeti, I missed your comment here out of sequence from the earlier exchange...  Indeed, it could be interesting to see what you observe.  I am not sure what to expect but it could be helpful to look at the information in this way since you have the data and experimental design already.  From our observations, students maintain both relationships although they use them differently.  They certainly develop a deeper connection with their mentors and occasionally the same individual fulfills both roles.  The observation that the program alumni become mentors themselves could be even more notable if they are chosen for that role by their mentees.

  • Icon for: Matt LaDue

    Matt LaDue

    Higher Ed Faculty
    May 14, 2021 | 01:25 p.m.

     This sounds like a very exciting investigation into what keeps students in STEM (or gets them interested in the first place).  Finding ways to make these communities more inclusive and increase retention is so important.  I hope your final results are as encouraging as your preliminary ones.

    Will 2021 be the last year of the study?  Do you think it is important to follow these students through all four years of college, or even after to see what careers they end up pursuing?

  • Icon for: Sonia Duffau

    Sonia Duffau

    Informal Educator
    May 16, 2021 | 11:27 a.m.

    I loved the clarity of your video and project, we would love to her more about your results as I am sure they also will be useful for our work, please do take a look at our video, we do mentoring in Chile focussing in this fisrt stage on young women and also see the imposter syndrome is an important factor to tacke, hope you can give us your opinion: https://stemforall2021.videohall.com/presentati...

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