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Mentoring: Helping Youth Make a Difference in STEM

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Title: Mentoring: Helping Youth Make a Difference in STEM
Language: English
Authors: Reid-Griffin, Angelia
Source: Journal of Education in Science, Environment and Health. 2019 5(1):1-11.
Availability: Journal of Education in Science, Environment and Health. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya 42090, Turkey. e-mail: jeseh.info@gmail.com; Web site: http://www.jeseh.net
Peer Reviewed: Y
Page Count: 12
Publication Date: 2019
Document Type: Journal Articles
Reports - Research
Education Level: Middle Schools
Secondary Education
Junior High Schools
High Schools
Higher Education
Postsecondary Education
Descriptors: Middle School Students, High School Students, College Students, College Faculty, Adults, Economically Disadvantaged, Disproportionate Representation, Peer Teaching, Day Camp Programs, Positive Behavior Supports, Student Development, Student Interests, STEM Education, Health Education, Teacher Education, Occupational Aspiration, Student Satisfaction, Self Efficacy, Self Concept, Interpersonal Competence
Geographic Terms: North Carolina
ISSN: 2149-214X
Abstract: Mentoring is a life-long approach to building positive, supportive relationships, self-confidence and increasing academic performance. In this article, I present how a college-based summer camp, designed to engage youth in increasing interests in STEM, Healthcare, and Teacher education, by helping youth build self-confidence and career interests through a Vertical Mentoring model. An exploratory case study approach is used to gain insight into how the model shaped youths' interactions in learning concepts in STEM. Middle school participants completed a self-efficacy scale and career inventory of perceptions, learning and academic interests. Middle school youth and mentors provided insight on their attitudes, interests and overall satisfaction about the program experiences. Findings interpreted based on the tenets of positive youth development implemented and provides an anchor for additional mentoring studies. Self-efficacy results indicated that students were motivated in utilizing social resources and supports but rarely sought assistance from others. Drawing from the interview responses from mentees and mentors, the Vertical mentoring model afforded youth increased social interactions and opportunities in learning about STEM concepts outside of their home and school settings. Thus, students with no interest in STEM prior to the college-based camp did benefit positively from the STEM mentoring opportunity.
Abstractor: As Provided
Number of References: 26
Entry Date: 2019
Accession Number: EJ1203307
Database: ERIC
FullText Text:
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  Data: Journal of Education in Science, Environment and Health. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya 42090, Turkey. e-mail: jeseh.info@gmail.com; Web site: http://www.jeseh.net
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  Data: <searchLink fieldCode="DE" term="%22North+Carolina%22">North Carolina</searchLink>
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  Data: Mentoring is a life-long approach to building positive, supportive relationships, self-confidence and increasing academic performance. In this article, I present how a college-based summer camp, designed to engage youth in increasing interests in STEM, Healthcare, and Teacher education, by helping youth build self-confidence and career interests through a Vertical Mentoring model. An exploratory case study approach is used to gain insight into how the model shaped youths' interactions in learning concepts in STEM. Middle school participants completed a self-efficacy scale and career inventory of perceptions, learning and academic interests. Middle school youth and mentors provided insight on their attitudes, interests and overall satisfaction about the program experiences. Findings interpreted based on the tenets of positive youth development implemented and provides an anchor for additional mentoring studies. Self-efficacy results indicated that students were motivated in utilizing social resources and supports but rarely sought assistance from others. Drawing from the interview responses from mentees and mentors, the Vertical mentoring model afforded youth increased social interactions and opportunities in learning about STEM concepts outside of their home and school settings. Thus, students with no interest in STEM prior to the college-based camp did benefit positively from the STEM mentoring opportunity.
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 12
        StartPage: 1
    Subjects:
      – SubjectFull: Middle School Students
        Type: general
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: College Students
        Type: general
      – SubjectFull: College Faculty
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      – SubjectFull: Adults
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      – SubjectFull: Economically Disadvantaged
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      – SubjectFull: Disproportionate Representation
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      – SubjectFull: Peer Teaching
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      – SubjectFull: Day Camp Programs
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      – SubjectFull: Positive Behavior Supports
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      – SubjectFull: Student Development
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      – SubjectFull: Student Interests
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      – SubjectFull: STEM Education
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      – SubjectFull: Health Education
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      – SubjectFull: Teacher Education
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      – SubjectFull: Occupational Aspiration
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      – SubjectFull: Student Satisfaction
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      – SubjectFull: Self Efficacy
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      – SubjectFull: Self Concept
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      – SubjectFull: Interpersonal Competence
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      – SubjectFull: North Carolina
        Type: general
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      – TitleFull: Mentoring: Helping Youth Make a Difference in STEM
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