Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 2 of 2
Full-Text Articles in Entire DC Network
(Not) Minding The Gap: A Qualitative Interview Study Of How Social Class Bias Can Influence Youth Mentoring Relationships., Renée Spencer, Martha J. Mccormack, Alison L. Drew, Grace Gowdy, Thomas E. Keller
(Not) Minding The Gap: A Qualitative Interview Study Of How Social Class Bias Can Influence Youth Mentoring Relationships., Renée Spencer, Martha J. Mccormack, Alison L. Drew, Grace Gowdy, Thomas E. Keller
School of Social Work Faculty Publications and Presentations
This study sought to examine how social class bias may be enacted by mentors and mentoring program staff within community-based youth mentoring relationships and how these biases may influence the mentoring relationship. A narrative thematic analysis was conducted with interviews from mentors, mentees' parents/caregivers, and mentoring program staff representing 36 matches participating in a larger, prospective, mixed-methods study examining factors associated with early match closures. Findings indicate that although some mentors were able to partner with the youth and family to effectively navigate challenges related to the family's economic circumstances, other mentors and some mentoring program staff held deficit views …
Contributions Made By Undergraduates To Research Projects: Using The Credit Taxonomy To Assess Undergraduate Research Experiences., Matt Honoré, Thomas E. Keller, Jen Lindwall, Rachel Crist, Leslie Bienen, Adrienne Zell
Contributions Made By Undergraduates To Research Projects: Using The Credit Taxonomy To Assess Undergraduate Research Experiences., Matt Honoré, Thomas E. Keller, Jen Lindwall, Rachel Crist, Leslie Bienen, Adrienne Zell
School of Social Work Faculty Publications and Presentations
The authors developed a novel tool, the CREDIT URE, to define and measure roles performed by undergraduate students working in research placements. Derived from an open-source taxonomy for determining authorship credit, the CREDIT URE defines 14 possible roles, allowing students and their research mentors to rate the degree to which students participate in each role. The tool was administered longitudinally across three cohorts of undergraduate student-mentor pairs involved in a biomedical research training program for students from diverse backgrounds. Students engaged most frequently in roles involving data curation, investigation, and writing. Less frequently, students engaged in roles related to software …