Moon Sungmin, Guan Shu-Sha Angie, Vargas Jose H, Lin Judith C P, Kwan Patchareeya, Saetermoe Carrie L, Flores Gilberto, Chavira Gabriela
Department of Psychology, California State University Northridge, Northridge, CA 91330 USA.
Department of Child and Adolescent Development, California State University Northridge, Northridge, CA 91330 USA.
Int J Sci Math Educ. 2025;23(2):321-341. doi: 10.1007/s10763-024-10476-0. Epub 2024 Jun 20.
In 2014, the NIH Diversity Program Consortium (DPC) launched an initiative to implement and evaluate novel interventions at a variety of academic institutions across the country to engage undergraduate students from diverse backgrounds in biomedically-related research. The local intervention examined in the current study provides Critical Race Theory (CRT)-informed mentoring, more broadly called critical mentoring, for its participants. We examined the relationship between critical mentoring and student outcomes. In this study, student outcomes consisted of three components: (a) mentor satisfaction, (b) science identity, and (c) science self-efficacy. To determine student outcomes, we used the 2020 Student Annual Follow-up Survey (SAFS). We found that participants in the intervention program reported higher levels of critical mentoring than non-intervention participants and critical mentoring was, in turn, predictive of higher. mentorship satisfaction, science identity, and science self-efficacy. This finding implies that the CRT-informed intervention was more effective by developing an environment in which high-quality, critical mentors influenced students' sense of science identity and self-efficacy. Additionally, we also found that intervention participants reported higher science identity and science self-efficacy than non-intervention participants, which suggests that the intervention cultivated science identity and self-efficacy in other ways outside of critical mentorship as well. The current study highlights how participation in an intervention program can increase science identity and self-efficacy, two factors predictive of science career intentions. The connection between critical mentoring practices and increased science identity and self-efficacy underscores the significance of culturally and racially relevant social support in science education.
2014年，美国国立卫生研究院多元化项目联盟（DPC）发起了一项倡议，在全国各学术机构实施并评估新的干预措施，以使来自不同背景的本科生参与生物医学相关研究。本研究中所考察的本地干预措施为其参与者提供了以批判种族理论（CRT）为基础的指导，更广泛地称为批判性指导。我们考察了批判性指导与学生成果之间的关系。在本研究中，学生成果包括三个部分：（a）对导师的满意度，（b）科学身份认同，以及（c）科学自我效能感。为了确定学生成果，我们使用了2020年学生年度跟踪调查（SAFS）。我们发现，干预项目的参与者报告的批判性指导水平高于非干预参与者，而批判性指导反过来又预示着更高的导师满意度、科学身份认同和科学自我效能感。这一发现意味着，以CRT为基础的干预措施通过营造一种环境更为有效，在这种环境中，高质量的批判性导师会影响学生的科学身份认同感和自我效能感。此外，我们还发现，干预项目的参与者报告的科学身份认同和科学自我效能感高于非干预参与者，这表明该干预措施在批判性指导之外，也以其他方式培养了科学身份认同和自我效能感。本研究突出了参与干预项目如何能够增强科学身份认同和自我效能感，这两个因素可预测科学职业意向。批判性指导实践与增强科学身份认同和自我效能感之间的联系强调了科学教育中与文化和种族相关的社会支持的重要性。
