Please use this identifier to cite or link to this item:
https://repository.isls.org//handle/1/8748
Title: | Mentors’ Learning Support Roles and Their Impact on Girls’ Identity Imaginations |
Authors: | Thompson, Naomi Ju, Bo Nacu, Denise Erete, Sheena Pinkard, Nichole |
Keywords: | Learning Sciences |
Issue Date: | 2022 |
Publisher: | International Society of the Learning Sciences |
Citation: | Thompson, N., Ju, B., Nacu, D., Erete, S., & Pinkard, N. (2022). Mentors’ learning support roles and their impact on girls’ identity imaginations. In Chinn, C., Tan, E., Chan, C., & Kali, Y. (Eds.), Proceedings of the 16th International Conference of the Learning Sciences - ICLS 2022 (pp. 2126-2127). International Society of the Learning Sciences. |
Abstract: | Mentoring programs have been intentionally designed to support Black and Latina girls in pursuing STEAM. Here, we examine how the support roles mentors play in an OST STEAM program relate to younger girls’ imaginings of their own identities. Findings from surveys taken by middle-school girls and mentors indicate that by the end of the program year, girls showed more willingness to imagine themselves in various identities, relating to the support roles mentors most often played. |
Description: | Poster |
URI: | https://dx.doi.org/10.22318/icls2022.2126 https://repository.isls.org//handle/1/8748 |
Appears in Collections: | ISLS Annual Meeting 2022 |
Files in This Item:
File | Size | Format | |
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ICLS2022_2126-2127.pdf | 229.2 kB | Adobe PDF | View/Open |
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