School of Mathematical and Statistical Sciences Faculty Publications and Presentations
Document Type
Article
Publication Date
6-6-2023
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.
Recommended Citation
Wilson, Aaron T., Xiaohui Wang, Mayra Ortiz Galarza, John Knight, and Eliazar Patiño. "Math Attitudes and Identity of High Schoolers Impacted through Participating in Informal, Near-Peer Mentoring." International Journal of Research in Education and Science 9, no. 2 (2023): 535-545. https://doi.org/10.46328/ijres.3093
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Publication Title
International Journal of Research in Education and Science
DOI
10.46328/ijres.3093
Comments
Copyright International Journal of Research in Education and Science. Under a Creative Commons “Attribution 4.0 International” license.