Department of Teaching, Learning, & Culture, Texas A&M University, College Station, TX 77840.
Department of Counseling and Learning Sciences, West Virginia University, Morgantown, WV 26506.
CBE Life Sci Educ. 2022 Jun;21(2):ar27. doi: 10.1187/cbe.21-10-0305.
Mentoring relationships can be important for promoting the success and persistence of undergraduates, particularly for students from historically underrepresented groups in science, technology, engineering, and mathematics (STEM) disciplines. While mentoring is often cited as important for attracting and retaining students from underrepresented groups in STEM, little is known about the differential mentoring processes that can result from similar and dissimilar mentor-protégé pairs. The present study tests the process-oriented mentorship model (POMM) regarding how mentor-protégé similarities and the moderating role of contact frequency influence mentorship quality and STEM research career persistence intentions among faculty-mentored Hispanic STEM majors in their senior year of college. The results indicate that mentor-protégé similarity matters. Specifically, higher levels of mentor-protégé psychological similarity were related to higher levels of psychosocial support and relationship satisfaction. Hispanic students with a Hispanic faculty mentor reported engaging in more coauthoring opportunities than peers with non-Hispanic mentors. Among those with higher contact frequency, students with same-gender mentors had higher levels of relationship satisfaction than peers with different-gender mentors; however, there were no differences among those with low contact frequency. Additionally, protégés who reported coauthoring support were more likely to also report commitment to pursuing a STEM research career.
指导关系对于促进本科生的成功和坚持学业尤为重要，特别是对于来自科学、技术、工程和数学（STEM）领域代表性不足群体的学生。虽然指导通常被认为对于吸引和留住 STEM 领域代表性不足群体的学生很重要，但对于相似和不同导师-被指导者对产生的不同指导过程知之甚少。本研究检验了面向过程的指导模型（POMM），以了解导师-被指导者的相似性以及联系频率的调节作用如何影响高校高年级西班牙裔 STEM 专业学生的指导质量和 STEM 研究职业坚持意向。结果表明导师-被指导者的相似性很重要。具体而言，更高水平的心理相似性与更高水平的社会心理支持和关系满意度相关。与非西班牙裔导师的学生相比，与西班牙裔教师导师的西班牙裔学生报告了更多的合著机会。在联系频率较高的学生中，与不同性别导师相比，同性导师的关系满意度更高；然而，联系频率较低的学生中没有差异。此外，报告有合著支持的被指导者更有可能报告致力于从事 STEM 研究职业。
