Research Mentoring and Scientist Identity: Insights from Undergraduates and their Mentors

Background Mentored research apprenticeships are a common feature of academic outreach programs that aim to promote diversity in science fields. The current study tests for links between three forms of mentoring (instrumental, socioemotional, and negative) and the degree to which undergraduates psychologically identify with science. Participants were 66 undergraduate-mentor dyads who worked together in a research apprenticeship. The undergraduate sample was predominantly composed of women, first-generation college students, and members of ethnic groups that are historically underrepresented in science. Results Findings illustrated that undergraduates who reported receiving more instrumental and socioemotional mentoring were higher in scientist identity. Further, mentors who reported engaging in higher levels of negative mentoring had undergraduates with lower scientist identity. Qualitative data from undergraduates’ mentors provided deeper insight into their motivation to become mentors and how they reason about conflict in their mentoring relationships. Conclusions Discussion highlights theoretical implications and details several methodological recommendations

Leadership and Social Transformation: The Role of Marginalized Individuals and Groups

Leadership is a process of influence, an omnipresent feature of human societies, and an enduring focus of research and popular interest. Research tends to focus on individual and situational factors facilitating effective leadership and identifying obstacles to leadership. One key obstacle many leaders face it being stigmatized as an outsider who is not suited to leadership. This article and issue of the Journal of Social Issues focuses on how and when people can overcome these obstacles to leadership–the emergence of marginalized, deviant, or minority group members as leaders even when their success is unexpected. This article and issue discuss the challenges these leaders face and identifies conditions under which such leaders can exert influence to achieve social change. We cover various forms of marginal leadership, focusing on leaders who are marginal individuals (e.g., non?prototypical leaders), who belong to marginal minority subgroups (e.g., leaders from numerical minority groups), or who have marginal demographic status (e.g., female leaders). This article introduces and frames the subsequent articles in this issue of the Journal of Social Issues, on the psychology of being a marginal leader

The Effects of Cultural Training on Situational Favorableness and Leader Behavior in Culturally Heterogeneous Groups

148 p.Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1968.U of I OnlyRestricted to the U of I community idenfinitely during batch ingest of legacy ETD

Improving leadership effectiveness: The leader match concept

New Yorkviii, 219 p.; 26 cm

Students' academic self-perception

Participation rates in higher education differ persistently between some groups in society. Using two British datasets we investigate whether this gap is rooted in students’ mis-perception of their own and other’s ability, thereby increasing the expected costs to studying. Among high school pupils, we find that pupils with a more positive view of their academic abilities are more likely to expect to continue to higher education even after controlling for observable measures of ability and students’ characteristics. University students are also poor at estimating their own test-performance and over-estimate their predicted test score. However, females, white and working class students have less inflated view of themselves. Self-perception has limited impact on the expected probability of success and expected returns amongst these university students

Research mentoring and scientist identity: insights from undergraduates and their mentors

Abstract Background Mentored research apprenticeships are a common feature of academic outreach programs that aim to promote diversity in science fields. The current study tests for links between three forms of mentoring (instrumental, socioemotional, and negative) and the degree to which undergraduates psychologically identify with science. Participants were 66 undergraduate-mentor dyads who worked together in a research apprenticeship. The undergraduate sample was predominantly composed of women, first-generation college students, and members of ethnic groups that are historically underrepresented in science. Results Findings illustrated that undergraduates who reported receiving more instrumental and socioemotional mentoring were higher in scientist identity. Further, mentors who reported engaging in higher levels of negative mentoring had undergraduates with lower scientist identity. Qualitative data from undergraduates’ mentors provided deeper insight into their motivation to become mentors and how they reason about conflict in their mentoring relationships. Conclusions Discussion highlights theoretical implications and details several methodological recommendations

Research mentoring and scientist identity: insights from undergraduates and their mentors.

BackgroundMentored research apprenticeships are a common feature of academic outreach programs that aim to promote diversity in science fields. The current study tests for links between three forms of mentoring (instrumental, socioemotional, and negative) and the degree to which undergraduates psychologically identify with science. Participants were 66 undergraduate-mentor dyads who worked together in a research apprenticeship. The undergraduate sample was predominantly composed of women, first-generation college students, and members of ethnic groups that are historically underrepresented in science.ResultsFindings illustrated that undergraduates who reported receiving more instrumental and socioemotional mentoring were higher in scientist identity. Further, mentors who reported engaging in higher levels of negative mentoring had undergraduates with lower scientist identity. Qualitative data from undergraduates' mentors provided deeper insight into their motivation to become mentors and how they reason about conflict in their mentoring relationships.ConclusionsDiscussion highlights theoretical implications and details several methodological recommendations

Privacy Regulation: Culturally Universal or Culturally Specific

This article examines privacy as a generic process that occurs in all cultures but that also differs among cultures in terms of the behavioral mechanisms used to regulate desired levels of privacy. Ethnographic data are examined from a variety of cultures, particularly from societies with apparently maximum and minimum privacy, and from analyses of various social relationships, such as parents and children, in-laws, husbands and wives. It is concluded that privacy is a universal process that involves culturally unique regulatory mechanisms. This article addresses the question posed in the title, namely, is privacy regulation a culturally universal process or is it a culturally specific phenomenon? Like the rabbi of Jewish folklore faced with petitioners holding irreconcilable opinions, my answer is "yes, both positions are correct!" This seemingly paradoxical response is based on an analysis of privacy as (a) a culturally universal process involving dynamic, dialectic, and optimization features, and @) a culturally specific process in terms of mechanisms used to regulate social interaction. Thus, I view privacy to be culturally pervasive at one level of analysis and culturally unique at another level of analysis. The first section of the article summarizes a theoretical model and rationale for conceiving privacy as a cultural universal. Dilemmas, issues, and a strategy for dealing with the question of cultural universals are then discussed, followed by a review of ethnographic data related to privacy

The Role of Self-Efficacy and Identity in Mediating the Effects of STEM Support Experiences

We report results from two studies testing the Mediation Model of Research Experiences (MMRE), which posits that science (or engineering) self-efficacy and identity as a scientist (or engineer) mediate the association between support programs and students’ commitment to science, technology, engineering, and mathematics (STEM) careers. Study 1 included 502 matriculated and recently graduated undergraduate STEM students. Structural equation modeling analyses indicated that research experience, instrumental mentoring, and involvement in a community of scientists were associated with commitment to a STEM career, mediated through science/engineering self-efficacy and identity as a scientist/engineer. There were few interactions with ethnicity and none with gender. In Study 2, 63 undergraduate students in science/engineering support programs were surveyed with a similar instrument at the beginning and end of their programs. Pre-post analyses indicated that increases over time in community involvement were associated with increases in science/engineering self-efficacy, and increases over time in science/engineering identity were associated with increased commitment to a STEM career. Taken together, these two studies show the importance of psychological processes such as identity and self-efficacy in understanding the specific ways in which science/engineering support programs lead to enhanced commitment to a career in STEM among white and underrepresented minority undergraduate students