A Longitudinal Phenomenological Case Study of Undergraduate Science Majors' Motivation to Mentor Youth in Science, Technology, Engineering, and Mathematics Research.
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| Title: | A Longitudinal Phenomenological Case Study of Undergraduate Science Majors' Motivation to Mentor Youth in Science, Technology, Engineering, and Mathematics Research. |
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| Authors: | Hebda, Maryann R.1 (AUTHOR) maryann_hebda1@baylor.edu, Sulak, Tracey N.1 (AUTHOR), Lutz, Liesel A.1 (AUTHOR), St. Louis, Alex T.2 (AUTHOR), Hall, Kailah E.1 (AUTHOR), Harvill, Marty L.3 (AUTHOR) |
| Source: | Science Education. Nov2025, Vol. 109 Issue 6, p1608-1621. 14p. |
| Subject Terms: | *Motivation (Psychology), *Undergraduates, *Case method (Teaching), *Research skills, *Scientific communication, Mentoring, Mathematics, Identity (Psychology) |
| Abstract: | This longitudinal phenomenological case study examines a science outreach program called iBEARS from undergraduate mentors' perceptions of their expectation for success, value in the experience, and knowledge gained. Undergraduates (n = 24) mentored K‐12 classrooms through biology research projects, participated in pre‐ and post‐questionnaires, and follow‐up interviews 4 years later (n = 4). We found that prementoring themes focused on expectancy for successful and enjoyable outreach experiences and gaining skills for future careers. Postmentoring, undergraduates emphasized enjoying the experience and reinforced research capabilities. Follow‐up interviews revisited mentoring skills' utility for current/future careers. Additionally, they expressed mentoring and providing value to society as part of their identities. Perceptions of their own learning as a result of teaching others also became a valued aspect of the experience. Strong perspectives of value and personal importance may have overshadowed cost. Future research could utilize cost–benefit analysis to explore these constructs in combination. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | This longitudinal phenomenological case study examines a science outreach program called iBEARS from undergraduate mentors' perceptions of their expectation for success, value in the experience, and knowledge gained. Undergraduates (n = 24) mentored K‐12 classrooms through biology research projects, participated in pre‐ and post‐questionnaires, and follow‐up interviews 4 years later (n = 4). We found that prementoring themes focused on expectancy for successful and enjoyable outreach experiences and gaining skills for future careers. Postmentoring, undergraduates emphasized enjoying the experience and reinforced research capabilities. Follow‐up interviews revisited mentoring skills' utility for current/future careers. Additionally, they expressed mentoring and providing value to society as part of their identities. Perceptions of their own learning as a result of teaching others also became a valued aspect of the experience. Strong perspectives of value and personal importance may have overshadowed cost. Future research could utilize cost–benefit analysis to explore these constructs in combination. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00368326 |
| DOI: | 10.1002/sce.21980 |
