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Miss Jane's Building (Edisto Library Temporary Location)
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Math Attitudes and Identity of High Schoolers Impacted through Participating in Informal, Near-Peer Mentoring
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- Author(s): Wilson, Aaron T. (ORCID
Wilson, Aaron T. (ORCID 0000-0003-0918-3790 ); Wang, Xiaohui (ORCIDWang, Xiaohui (ORCID 0000-0002-8507-7036 ); Galarza, Mayra Ortiz (ORCIDGalarza, Mayra Ortiz (ORCID 0000-0002-4486-7576 ); Knight, John (ORCIDKnight, John (ORCID 0000-0002-6007-8681 ); Patiño, Eliazar (ORCIDPatiño, Eliazar (ORCID 0000-0003-4072-4006 )- Language:
English- Source:
International Journal of Research in Education and Science. 2023 9(2):535-545.- Publication Date:
2023- Document Type:
Journal Articles
Reports - Research - Language:
- Additional Information
- Availability: International Society for Technology, Education, and Science. e-mail: [email protected]; Web site: https://www.ijres.net/index.php/ijres
- Peer Reviewed: Y
- Source: 12
- Education Level: High Schools
Secondary Education
Higher Education
Postsecondary Education - Subject Terms: Student Attitudes; Mentors; Peer Teaching; High School Students; Minority Group Students; Mathematics Instruction; Informal Education; College Students; Summer Programs; Social Media; Hispanic American Students; At Risk Students; STEM Education; Experiential Learning; Self Concept; Career Choice; Sciences; Mathematics
- Subject Terms:
- ISSN: 2148-9955
- Abstract: Research in mentoring has shown that students may at times be more willing and able to absorb information that is delivered to them by their near-peers, rather than by traditional figures of authority, like teachers and professors. In this study, underrepresented minority high school students participated in an informal learning experience that was led by college students who were "near-peers" to the high schoolers. Students were engaged by participating in interactive MathShows, following a Math Social Media Campaign, and attending a summer Math Internship. Participants in the quantitative component of the study included N = 559 U.S. high schoolers who were from predominantly (>99%) Hispanic ethnic backgrounds. The qualitative component of the study involved another 19 students from the same school. The mixed methods study addresses associations between high schoolers' attitudes toward mathematics and their identity alignment, as well as classes of reasons that students gave for their identity alignment. Interactions with the college near-peers that occurred during the experiential learning intervention are also discussed. Results of this study address the goal of broadening participation of underrepresented student groups in STEM careers.
- Abstract: As Provided
- Publication Date: 2023
- Accession Number: EJ1391892
- Availability:
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