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Full-Text Articles in Education
An Exploration Of Faculty And Staff Mentoring On High-Risk Community College Student Self-Efficacy, Support Systems, And Persistence, William E. Ashcraft
An Exploration Of Faculty And Staff Mentoring On High-Risk Community College Student Self-Efficacy, Support Systems, And Persistence, William E. Ashcraft
Educational Foundations & Leadership Theses & Dissertations
The purpose of this study was to explore the effects of faculty and staff mentoring on high-risk community college student self-efficacy, support systems and persistence and identifying the attitudes and behaviors of successful faculty and staff mentors. Using a phenomenological qualitative approach, twenty-two successful high-risk students from one urban community college were interviewed and asked to identify and describe someone on campus who had been most influential in their ability to persist. The twenty-six community college faculty and staff personnel identified by these students were interviewed to learn what they do to help students succeed and persist. Four themes emerged …
From Science Student To Scientist: Predictors And Outcomes Of Heterogeneous Science Identity Trajectories In College, Kristy A. Robinson, Tony Perez, Amy K. Nuttall, Cary J. Roseth, Lisa Linnenbrink-Garcia
From Science Student To Scientist: Predictors And Outcomes Of Heterogeneous Science Identity Trajectories In College, Kristy A. Robinson, Tony Perez, Amy K. Nuttall, Cary J. Roseth, Lisa Linnenbrink-Garcia
STEMPS Faculty Publications
This 5-year longitudinal study investigates the development of science identity throughout college from an expectancy-value perspective. Specifically, heterogeneous developmental patterns of science identity across 4 years of college were examined using growth-mixture modeling. Gender, race/ethnicity, and competence beliefs (efficacy for science tasks, perceived competence in science) were modeled as antecedents, and participation in a science career after graduation was modeled as a distal outcome of these identity development trajectories. Three latent classes (High with Transitory Incline, Moderate-High and Stable, and Moderate-Low with Early Decline) were identified. Gender, race/ethnicity, and competence beliefs in the first year of college significantly predicted latent …