Cross-Cultural Mentoring Relationship in International Chemistry and Biology Undergraduate Research Experiences
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| Title: | Cross-Cultural Mentoring Relationship in International Chemistry and Biology Undergraduate Research Experiences |
|---|---|
| Language: | English |
| Authors: | Jing Yang, Adam V. Maltese (ORCID |
| Source: | Journal of Chemical Education. 2023 100(9):3209-3219. |
| Availability: | Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Undergraduate Students, Research Training, Mentors, Chemistry, Biology, Intercultural Communication, Interpersonal Relationship, Cultural Differences, Prior Learning, Cultural Background, Student Characteristics, Educational Experience |
| DOI: | 10.1021/acs.jchemed.2c00834 |
| ISSN: | 0021-9584 1938-1328 |
| Abstract: | Engaging undergraduate students in authentic research is a powerful pedagogical tool for undergraduate education. The key to maximizing the benefit of research experiences is a proper mentoring relationship. Here, we present the findings of international chemistry and biology undergraduate research experiences studied via a critical qualitative methodology to understand the cross-cultural mentoring relationship. This study demonstrates that mentors and students came into a mentoring relationship with different sets of normative infrastructures, which entail their assumptions about the purposes, values, and beliefs of undergraduate research. Their normative infrastructures came from their cultural backgrounds and prior scientific training. Positive experiences of participants are attributed to the inherent characteristics of students, mentors, or the program as well as aligned settings. On the other hand, negative experiences are associated with misaligned settings. We propose that understanding mentoring relationships may uncover new ideas to improve mentors' and students' experiences within undergraduate scientific research. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1442982 |
| Database: | ERIC |
| Abstract: | Engaging undergraduate students in authentic research is a powerful pedagogical tool for undergraduate education. The key to maximizing the benefit of research experiences is a proper mentoring relationship. Here, we present the findings of international chemistry and biology undergraduate research experiences studied via a critical qualitative methodology to understand the cross-cultural mentoring relationship. This study demonstrates that mentors and students came into a mentoring relationship with different sets of normative infrastructures, which entail their assumptions about the purposes, values, and beliefs of undergraduate research. Their normative infrastructures came from their cultural backgrounds and prior scientific training. Positive experiences of participants are attributed to the inherent characteristics of students, mentors, or the program as well as aligned settings. On the other hand, negative experiences are associated with misaligned settings. We propose that understanding mentoring relationships may uncover new ideas to improve mentors' and students' experiences within undergraduate scientific research. |
|---|---|
| ISSN: | 0021-9584 1938-1328 |
| DOI: | 10.1021/acs.jchemed.2c00834 |
