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ERIC Number: EJ1445053
Record Type: Journal
Publication Date: 2024
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1361-1267
EISSN: EISSN-1469-9745
Undergraduate Mentorship in Science: A Qualitative Synthesis
Pamela Martínez Oquendo; Morgan D. Vogel; Christine E. Cutucache
Mentoring & Tutoring: Partnership in Learning, v32 n5 p575-595 2024
Mentoring is a common practice in higher education institutions and scientific fields. Undergraduates approach faculty members who are working on topics that match their research interests. We conducted a study to compile a qualitative synthesis of research on the mentorship experience of undergraduate science students with faculty mentors. We used the stages of meta-ethnography to guide our study. Meta-ethnography involves identifying concepts from qualitative studies to translate them into a line of argument. We screened 2,888 titles and abstracts, 71 full texts, and included 13 studies in the synthesis. We identified and organized nine conceptual categories into two themes: student success and engagement, and barriers to student progression. The findings show that faculty mentorship is key to supporting student retention and increasing the scientific pipeline.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A