A research experience for American Indian undergraduates

Utilizing an actor-partner interdependence model to examine the student-mentor Dyad

Emily Griese, Tracey R. McMahon, DenYelle Kenyon

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

The majority of research examining Undergraduate Research Experiences focuses singularly on student-reported outcomes, often overlooking assessment of the mentor role in student learning and outcomes after these experiences. The goal of the current study was to examine the student-mentor dyad at the beginning and end of a 10-week summer research experience for American Indian undergraduates utilizing a series of actor-partner interdependence models within SEM. Participants included 26 undergraduate interns (50% American Indian; 50% American Indian and White; M age = 24) and 27 mentors (89% White; M age = 47). Findings indicated that in accounting for all potential paths between students and mentors, the partner path between mentor beliefs at the beginning of the program and students' skills related to autonomy (β = .59, p = .01) and academic resilience (β = .44, p = .03) at the end of the program were significant. These findings suggest the important impact of mentor beliefs on student outcomes, a relationship that should be adequately assessed and continue to be important focus of undergraduate research experiences. Findings further indicate the important role of mentors for American Indian undergraduates.

Original languageEnglish (US)
Pages (from-to)39-51
Number of pages13
JournalJournal of Diversity in Higher Education
Volume10
Issue number1
DOIs
StatePublished - Mar 1 2017
Externally publishedYes

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American Indian
dyad
interdependence
experience
student
resilience
autonomy
learning

Keywords

  • American Indian undergraduates
  • Student-mentor dyad
  • Undergraduate research

ASJC Scopus subject areas

  • Education

Cite this

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abstract = "The majority of research examining Undergraduate Research Experiences focuses singularly on student-reported outcomes, often overlooking assessment of the mentor role in student learning and outcomes after these experiences. The goal of the current study was to examine the student-mentor dyad at the beginning and end of a 10-week summer research experience for American Indian undergraduates utilizing a series of actor-partner interdependence models within SEM. Participants included 26 undergraduate interns (50{\%} American Indian; 50{\%} American Indian and White; M age = 24) and 27 mentors (89{\%} White; M age = 47). Findings indicated that in accounting for all potential paths between students and mentors, the partner path between mentor beliefs at the beginning of the program and students' skills related to autonomy (β = .59, p = .01) and academic resilience (β = .44, p = .03) at the end of the program were significant. These findings suggest the important impact of mentor beliefs on student outcomes, a relationship that should be adequately assessed and continue to be important focus of undergraduate research experiences. Findings further indicate the important role of mentors for American Indian undergraduates.",
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