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Mentors’ Motivation to Address Race/Ethnicity in Research Mentoring Relationships
Published in the Journal of Diversity in Higher Education, online advance publication, October 22, 2018
The purpose of this study was to investigate the motivation of research mentors to address race/ethnicity in their research mentoring relationships, using self-determination theory as a conceptual framework. Mentors from science, technology, engineering, or mathematics (STEM) fields primarily in the biological sciences (N = 115) were asked to report their level of motivation and the reasons behind their motivation to address the role of race and ethnicity in their mentoring relationships. Mentors’ responses were coded using a qualitative approach, and results were examined by mentors’ degree of motivation, previous experience with mentoring trainees from different racial–ethnic groups, and mentor race/ethnicity. Extrinsic motivation and amotivation were the most frequently assigned codes to mentors’ responses. Implications of these findings for mentor practices, higher education initiatives, and diversifying the STEM workforce are discussed.
Link to read more: http://psycnet.apa.org/record/2018-52668-001
The Diversity Program Consortium Coordination and Evaluation Center at UCLA is supported by Office of the Director of the National Institutes of Health / National Institutes of General Medical Sciences under award number U54GM119024.