The article focuses on one set of findings from a two year phenomenological study examining effective student/faculty STEM (Science, Technology, Engineering, Mathematics) Undergraduate Research (UR) mentoring relationships and their impact on the goal of retaining students of color in the sciences. The research site was a large urban East Coast public college where three fourths of all incoming freshmen receive need based aid and an estimated ninety per cent are students of color. Four student/faculty paired mentoring relationships were followed for two years; all four student participants of color are at the time of this writing continuing to pursue degrees in the STEM disciplines. This article looks at the success of these relationships for students in terms of providing: hands on science, career direction, affective support and identity development. In addition, the findings presented suggest that for students of color in the STEM disciplines, UR is a particularly beneficial pedagogical tool for retaining these students in STEM.
|Keywords:||Undergraduate Research, Students of Color, STEM, College Retention|
Professor, The City University of New York - CUNY, Kingsborough College - Department of Speech Communications, The City University of New York, LaGuardia College, Brooklyn, New York, USA