Designing for Self-Efficacy: E-Mentoring Training for Ethnic and Racial Minority Women in STEM
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Abstract
The purpose of this design case was to document rigorously the process and decisions made during the development of a five-day, pre-semester virtual orientation for International Graduation Teaching Assistants (IGTAs) and their domestic counterparts, teaching in an English as a Second Language Composition (ESLC) Program of a large land-grant university. The design was grounded in a front-end analysis as well as a theoretical framework comprising Crenshaw’s (1989) Intersectionality and Wenger’s (1998) Virtual Community of Practice (VCoP) theory. These theories were leveraged to focus the design on IGTAs’ educator identity development and their linguistic and cultural marginalization. VCoP theory provided a practical architecture for the virtual learning environment with its three modes of belonging (i.e., engagement, imagination, and alignment) as well as several enabling structures (i.e., support, sponsorship, and recognition). The design intended to purposefully engage IGTAs in social practices and dialogue that would support their sense of belonging and educator identity. While significance can be extracted from the pre-planned, explicit alignment of certain design elements with the modes of belonging, precedent can also be derived from elements that emerged during the design process.
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Gish-Lieberman, J. J., Rockinson-Szapkiw, A., Tawfik, A. A., & Theiling, T. M. (2021). Designing for Self-Efficacy: E-Mentoring Training for Ethnic and Racial Minority Women in STEM. International Journal of Designs for Learning, 12(3), 71–85. https://doi.org/10.14434/ijdl.v12i3.31433
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References
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Ginther, D. K., Schaffer, W. T., Schnell, J., Masimore, B., Liu, F., Haak, L. L., & Kington, R. (2011). Race, ethnicity, and NIH research awards. Science, 333(6045), 1015-1019. https://doi.org/10.1126/science.1196783
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Ireland, D. T., Freeman, K. E., Winston-Proctor, C. E., DeLaine, K. D., Lowe, S. M., & Woodson, K. M. (2018). (Un)hidden figures: A synthesis of research examining the intersectional experiences of Black women and girls in STEM education. Review of Research in Education, 42, 226-254. https://doi.org/10.3102/0091732x18759072
Laursen, S., Hunter, A. B., Seymour, E., Thiry, H., & Melton, G. (2010). Undergraduate research in the sciences: Engaging students in real science. Jossey-Bass. San Francisco, CA.
Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge University Press.
https://doi.org/10.1017/CBO9780511811678
McGee, R. (2016). Biomedical Workforce Diversity: The Context for Mentoring to Develop Talents and Foster Success Within the ‘Pipeline’. AIDS and Behavior, 20, 231-237. https://doi.org/10.1007/s10461-016-1486-7
Mayer, R. E., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist, 38(1), 43-52. https://doi.org/10.1207/S15326985EP3801_6
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Nakamura, J. & Csikszentmihalyi, M. (2002). The concept of flow. In C. R. Snyder & S. J. Lopez (Eds.), Handbook of Positive Psychology (pp. 89-105). Oxford University Press.
National Academies of Sciences, Engineering, and Medicine 2019. The Science of Effective Mentorship in STEMM. Washington, DC: The National Academies Press. https://doi.org/10.17226/25568.
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Nielsen, J. (1994a). Enhancing the explanatory power of usability heuristics. Proc. ACM CHI'94 Conf. (Boston, MA, April 24-28), 152-158.
Pfund, C., House, S., Spencer, K., Asquith, P., Carney, P., Masters, K., McGee, R., Shanedling, J., Vecchiarelli, S., & Fleming, M. (2013). A research mentor training curriculum for clinical and translational researchers. Clinical and Translational Science, 6(1), 26-33. https://doi.org/10.1111/cts.12009
Pfund, C., House, S., Asquith, P., Fleming, M., Buhr, K., Burnham, E., Gilmore J. E., Huskins, W., McGee, R., Schurr, K., Shapiro, E., Spencer, K., & Sorkness, C. (2014). Training mentors of clinical and translational research scholars: A randomized controlled trial. Academic Medicine, 89(5), 774-782. https://doi.org/10.1097/acm.0000000000000218
Pon-Barry, H., Packard, B. W., & St. John, A. (2017). Expanding capacity and promoting inclusion in introductory computer science: A focus on near-peer mentor preparation and code review. Computer Science Education, 27(1), 54-77. https://doi.org/10.1080/08993408.2017.1333270
Rogers, C. R. (1959). A theory of therapy, personality, and interpersonal relationships as developed in the client-centered framework. In S. Koch (Ed.), Psychology A Study of a Science, Study 1, Vol. 3. New York: McGraw-Hill
Rogers, J., Sorkness, C. A., Spencer, K., & Pfund, C., (2018). Increasing research mentor training among biomedical researchers at clinical and translational science award hubs: The impact of the facilitator training initiative. Journal of Clinical and Translational Science 2(3), 118-123. https://doi.org/10.1017/cts.2018.33
Stevens, J. (2018). Finding the balance: Creating meaningful assignments without overwhelmning instructional workload. Journal of Educators Online 15(3). https://doi.org/10.9743/jeo.2018.15.3.9
Subotnik, R. F., Assouline, S. G., Olszewski-Kubilius, P., Stoeger, H., Ziegler, A., Debatin, T., & Heilemann, M. (2019). Online mentoring for talented girls in STEM: The role of relationship quality and changes in learning environments in explaining mentoring success. New Directions for Child and Adolescent Development, 168, 75-99. https://doi.org/10.1002/cad.20320
Tinto, V. (1987). Leaving college. Chicago: University of Chicago Press.
Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition. Chicago: University of Chicago Press.
Tinto, V. (2017). Through the eyes of students. Journal of College Student Retention: Research, Theory & Practice, 19(3), 254-269.
Whittaker, J. A., & Montgomery, B. L. (2012). Cultivating diversity and competency in STEM: Challenges and remedies for removing virtual barriers to constructing diverse higher education communities of success. Journal of Undergraduate Neuroscience Education, 11(1), A44-A51.
Zeldin, A. L., & Pajares, F. (2000). Against the odds: Self-efficacy beliefs of women in mathematical, scientific, and technological careers. American Education Research Journal 37(1), 215-246. https://doi.org/10.3102/00028312037001215
Authors (in press).
Bandura, A. (2006). Guide for constructing self-efficacy scales. In F. Pajares & T. Urdan (Eds.). Self-efficacy beliefs of adolescents, (Vol. 5., pp. 307-337). Greenwich, CT: Information Age Publishing.
Bandura, A. (2006). Toward a psychology of human agency. Perspectives on Psychological Science, 1, 164-180. https://doi.org/10.1037/e416902005-796
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychology Review, 84(2), 191-215. https://doi.org/10.1037/0033-295x.84.2.191
Beede, D. N., Julian, T. A., Langdon, D., McKittrick, G., Khan, B., & Doms, M. E., (2011) Women in STEM: A gender gap in innovation (Issue Brief No. 04-11). Economics and Statistics Administration. https://files.eric.ed.gov/fulltext/ED523766.pdf
Brainard, S. G., & Carlin, L., (2013). A six-year longitudinal study of undergraduate women in engineering and science. The Research Journal for Engineering Education 87(4). 369-375. https://doi.org/10.1002/j.2168-9830.1998.tb00367.x
Brue, K. L. (2019). Work-life balance for women in STEM leadership. Journal of Leadership Education, 18(2), 32-52. https://doi.org/10.12806/v18/i2/r3
Byars-Winston, A., Branchaw, J., Pfund, C., Leverett, P., & Newton, J. (2015). Culturally diverse undergraduate researchers’ academic outcomes and perceptions of their research mentoring relationships. International Journal of Science Education, 37(15), 2533–2454. https://doi.org/10.1080/09500693.2015.1085133
Carpi, A., Ronan, D. M., Falconer, H. M., & Lents, N. H. (2017). Cultivating minority scientists: Undergraduate research increases self-efficacy and career ambitions for underrepresented students in STEM. Journal of Research in Science Teaching, 54(2), 169-194. https://doi.org/10.1002/tea.21341
Cohen, N. H. 1998. Principles of adult mentoring inventory, Amherst, MA: Human Resource Development Press.Dawson, A. E., Bernstein, B. L., & Bekki, J. M. (2015). Providing the psychosocial benefits of mentoring to women in STEM: CareerWISE as an online solution. New Directions for Higher Education, 171, 53-62. https://doi.org/10.1002/he.20142
Falk, N. A., Rottinghaus, P. J., Casanova, T. N., Borgen, F. H., & Betz, N. E. (2017). Expanding women’s participation in STEM: Insights from parallel measures of self-efficacy and interests. Journal of Career Assessment, 25(4), 571-584. https://doi.org/10.1177/1069072716665822
Fouad, N. A., Singh, R., Cappaert, K, Chang, W., Wan, M. (2016). Comparison of women engineers who persist in or depart from engineering. Journal of Vocational Behavior, 92, 79-93. https://doi.org/10.1016/j.jvb.2015.11.002
Gandhi, M., & Johnson, M. (2016). Creating more effective mentors: Mentoring the mentor. AIDS & Behavior, 20, 294-303. https://doi.org/10.1007/s10461-016-1364-3
Ginther, D. K., Schaffer, W. T., Schnell, J., Masimore, B., Liu, F., Haak, L. L., & Kington, R. (2011). Race, ethnicity, and NIH research awards. Science, 333(6045), 1015-1019. https://doi.org/10.1126/science.1196783
Gloria, A. M., & Robinson Kurpius, S. E., (2001). Influences of self-beliefs, social support, and comfort in the university environment on the academic nonpersistence decisions of American Indian undergraduates. Cultural Diversity and Ethnic Minority Psychology, 7(1), 88–102. https://doi.org/10.1037/1099-9809.7.1.88
Graham, J., & McClain, S., (2019). A canonical correlational analysis examining the relationship between peer mentorship, belongingness, imposter feelings, and Black collegians’ academic and psychosocial outcomes. American Educational Research Journal, 56(6), 2333-2367. https://doi.org/10.3102/0002831219842571
Gregg, N., Wolfe, G., Jones, S., Todd, R., Moon, N., & Langston, C. (2016). STEM E-mentoring and community college students with disabilities. Journal of Postsecondary Education and Disability 29(1), 47-63.
Gregg, N., Galyardt, A., Wolfe, G., Moon, N., & Todd, R. (2017). Virtual mentoring and persistence in STEM for students with disabilities. Career Development and Transition for Exceptional Individuals, 40(4), 2015-214. https://doi.org/10.1177/2165143416651717
Guy, B. & Boards, A. (2019). A seat at the table: Exploring the experiences of underrepresented minority women in STEM graduate programs. Journal of Prevention & Intervention in the Community, 47(4), 354-365. https://doi.org/10.1080/10852352.2019.1617383
Ireland, D. T., Freeman, K. E., Winston-Proctor, C. E., DeLaine, K. D., Lowe, S. M., & Woodson, K. M. (2018). (Un)hidden figures: A synthesis of research examining the intersectional experiences of Black women and girls in STEM education. Review of Research in Education, 42, 226-254. https://doi.org/10.3102/0091732x18759072
Laursen, S., Hunter, A. B., Seymour, E., Thiry, H., & Melton, G. (2010). Undergraduate research in the sciences: Engaging students in real science. Jossey-Bass. San Francisco, CA.
Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge University Press.
https://doi.org/10.1017/CBO9780511811678
McGee, R. (2016). Biomedical Workforce Diversity: The Context for Mentoring to Develop Talents and Foster Success Within the ‘Pipeline’. AIDS and Behavior, 20, 231-237. https://doi.org/10.1007/s10461-016-1486-7
Mayer, R. E., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist, 38(1), 43-52. https://doi.org/10.1207/S15326985EP3801_6
Merriënboer, J. J. G. & Sluijsmans, D. M. A. (2009). Toward a synthesis of cognitive load theory, four-component instructional design, and self-directed learning. Educational Psychology Review, 21(1), 55. doi:10.1007/s10648-008-9092-5
Nakamura, J. & Csikszentmihalyi, M. (2002). The concept of flow. In C. R. Snyder & S. J. Lopez (Eds.), Handbook of Positive Psychology (pp. 89-105). Oxford University Press.
National Academies of Sciences, Engineering, and Medicine 2019. The Science of Effective Mentorship in STEMM. Washington, DC: The National Academies Press. https://doi.org/10.17226/25568.
National Science Foundation. (2019). Women, minorities, and persons with disabilities in science and engineering. Retrieved from https://ncses.nsf.gov/pubs/nsf19304/digest
Nielsen, J. (1994a). Enhancing the explanatory power of usability heuristics. Proc. ACM CHI'94 Conf. (Boston, MA, April 24-28), 152-158.
Pfund, C., House, S., Spencer, K., Asquith, P., Carney, P., Masters, K., McGee, R., Shanedling, J., Vecchiarelli, S., & Fleming, M. (2013). A research mentor training curriculum for clinical and translational researchers. Clinical and Translational Science, 6(1), 26-33. https://doi.org/10.1111/cts.12009
Pfund, C., House, S., Asquith, P., Fleming, M., Buhr, K., Burnham, E., Gilmore J. E., Huskins, W., McGee, R., Schurr, K., Shapiro, E., Spencer, K., & Sorkness, C. (2014). Training mentors of clinical and translational research scholars: A randomized controlled trial. Academic Medicine, 89(5), 774-782. https://doi.org/10.1097/acm.0000000000000218
Pon-Barry, H., Packard, B. W., & St. John, A. (2017). Expanding capacity and promoting inclusion in introductory computer science: A focus on near-peer mentor preparation and code review. Computer Science Education, 27(1), 54-77. https://doi.org/10.1080/08993408.2017.1333270
Rogers, C. R. (1959). A theory of therapy, personality, and interpersonal relationships as developed in the client-centered framework. In S. Koch (Ed.), Psychology A Study of a Science, Study 1, Vol. 3. New York: McGraw-Hill
Rogers, J., Sorkness, C. A., Spencer, K., & Pfund, C., (2018). Increasing research mentor training among biomedical researchers at clinical and translational science award hubs: The impact of the facilitator training initiative. Journal of Clinical and Translational Science 2(3), 118-123. https://doi.org/10.1017/cts.2018.33
Stevens, J. (2018). Finding the balance: Creating meaningful assignments without overwhelmning instructional workload. Journal of Educators Online 15(3). https://doi.org/10.9743/jeo.2018.15.3.9
Subotnik, R. F., Assouline, S. G., Olszewski-Kubilius, P., Stoeger, H., Ziegler, A., Debatin, T., & Heilemann, M. (2019). Online mentoring for talented girls in STEM: The role of relationship quality and changes in learning environments in explaining mentoring success. New Directions for Child and Adolescent Development, 168, 75-99. https://doi.org/10.1002/cad.20320
Tinto, V. (1987). Leaving college. Chicago: University of Chicago Press.
Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition. Chicago: University of Chicago Press.
Tinto, V. (2017). Through the eyes of students. Journal of College Student Retention: Research, Theory & Practice, 19(3), 254-269.
Whittaker, J. A., & Montgomery, B. L. (2012). Cultivating diversity and competency in STEM: Challenges and remedies for removing virtual barriers to constructing diverse higher education communities of success. Journal of Undergraduate Neuroscience Education, 11(1), A44-A51.
Zeldin, A. L., & Pajares, F. (2000). Against the odds: Self-efficacy beliefs of women in mathematical, scientific, and technological careers. American Education Research Journal 37(1), 215-246. https://doi.org/10.3102/00028312037001215