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Distributing Expertise and Building Relationships: Designing for Relational Equity in Youth-Scientist Mentoring Interactions

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Title: Distributing Expertise and Building Relationships: Designing for Relational Equity in Youth-Scientist Mentoring Interactions
Language: English
Authors: Klein, Elaine R., Bell, Philip
Source: Journal of Higher Education Outreach and Engagement. 2023 27(1):75-107.
Availability: Office of the Vice President for Public Service and Outreach, University of Georgia and the Institute of Higher Education. Treanor House, 1234 South Lumpkin Street, Athens, GA 30602. Tel: 706-542-6167; Fax: 706-542-6124; e-mail: jheoe@uga.edu; Web site: http://openjournals.libs.uga.edu/index.php/jheoe
Peer Reviewed: Y
Page Count: 33
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Higher Education
Postsecondary Education
Descriptors: Equal Education, STEM Education, Mentors, Self Concept, Science Programs, School Community Relationship, Scientists, Expertise, Interpersonal Relationship, Program Design, High School Students, Student Attitudes, Cooperative Learning, Feedback (Response), Outcomes of Education, Universities, Graduate Students
ISSN: 1534-6102
2164-8212
Abstract: Science mentoring programs are powerful opportunities for youth to develop conceptual knowledge, undertake authentic practices, and have impacts on their science-related identity work. Here, we use design-based research to understand how a university-community partnership expanded upon traditional mentoring structures to facilitate "relational equity" (DiGiacomo & Gutiérrez, 2016) through distributing expertise and building relationships between participants. We analyzed qualitative data from 2 years of the STEM OUT mentoring program to develop claims about the elements of program design that led to distributed expertise and building relationships. Key findings include the need to design structures that position all participants as having expertise, highlight relationship-building as integral for youth-scientist interactions, and facilitate equitable power dynamics. Our findings are articulated as design principles for other youth-scientist mentoring programs, with the goal of broadening participation in the sciences by redefining not only who participates, but also what counts as science.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1391622
Database: ERIC
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  Data: Distributing Expertise and Building Relationships: Designing for Relational Equity in Youth-Scientist Mentoring Interactions
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Higher+Education+Outreach+and+Engagement%22"><i>Journal of Higher Education Outreach and Engagement</i></searchLink>. 2023 27(1):75-107.
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  Data: Office of the Vice President for Public Service and Outreach, University of Georgia and the Institute of Higher Education. Treanor House, 1234 South Lumpkin Street, Athens, GA 30602. Tel: 706-542-6167; Fax: 706-542-6124; e-mail: jheoe@uga.edu; Web site: http://openjournals.libs.uga.edu/index.php/jheoe
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  Data: Science mentoring programs are powerful opportunities for youth to develop conceptual knowledge, undertake authentic practices, and have impacts on their science-related identity work. Here, we use design-based research to understand how a university-community partnership expanded upon traditional mentoring structures to facilitate "relational equity" (DiGiacomo & Gutiérrez, 2016) through distributing expertise and building relationships between participants. We analyzed qualitative data from 2 years of the STEM OUT mentoring program to develop claims about the elements of program design that led to distributed expertise and building relationships. Key findings include the need to design structures that position all participants as having expertise, highlight relationship-building as integral for youth-scientist interactions, and facilitate equitable power dynamics. Our findings are articulated as design principles for other youth-scientist mentoring programs, with the goal of broadening participation in the sciences by redefining not only who participates, but also what counts as science.
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      – Text: English
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    Subjects:
      – SubjectFull: Equal Education
        Type: general
      – SubjectFull: STEM Education
        Type: general
      – SubjectFull: Mentors
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      – SubjectFull: Science Programs
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      – SubjectFull: Program Design
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