Designing Postbaccalaureate Training to Enhance Science Self-Efficacy, Identity, Sense of Belonging, and Critical Environmental Agency
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| Title: | Designing Postbaccalaureate Training to Enhance Science Self-Efficacy, Identity, Sense of Belonging, and Critical Environmental Agency |
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| Language: | English |
| Authors: | Lacey D. Huffling, Checo Colon-Gaud, Asli Aslan, Dawayne Whittington, Kelly Fraidenburg, Diana Leyva |
| Source: | AERA Online Paper Repository. 2025. |
| Availability: | AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net |
| Peer Reviewed: | Y |
| Page Count: | 7 |
| Publication Date: | 2025 |
| Document Type: | Speeches/Meeting Papers Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Self Efficacy, Sense of Belonging, Science Programs, Program Design, College Graduates, Values, Interests, Attitudes, Self Concept, Environmental Education, Professional Development, Mentors, Research Training, Climate, Research Opportunities, STEM Careers, Consciousness Raising |
| DOI: | 10.3102/2191587 |
| Abstract: | Our study explores a yearlong, cohort based postbaccalaureate science training program (MROC2S) designed using critical environmental agency to enhance participants' self-efficacy, identity, and sense of belonging. The following shared values were important to our design of MROC2S: inclusive mentoring, critical consciousness of place, and broadening participation. We examine the participants attracted to MROC2S and whether there are demographic differences compared to other similarly funded postbaccalaureate training programs. We further explore what the selected participants hope to achieve in their training experiences and what shared values they bring to the program community. Our findings broaden the understanding of how science training programs can be structured to use inclusive mentoring to aid the integration of diverse participants into the scientific workforce. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | ED678365 |
| Database: | ERIC |
| Abstract: | Our study explores a yearlong, cohort based postbaccalaureate science training program (MROC2S) designed using critical environmental agency to enhance participants' self-efficacy, identity, and sense of belonging. The following shared values were important to our design of MROC2S: inclusive mentoring, critical consciousness of place, and broadening participation. We examine the participants attracted to MROC2S and whether there are demographic differences compared to other similarly funded postbaccalaureate training programs. We further explore what the selected participants hope to achieve in their training experiences and what shared values they bring to the program community. Our findings broaden the understanding of how science training programs can be structured to use inclusive mentoring to aid the integration of diverse participants into the scientific workforce. |
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| DOI: | 10.3102/2191587 |
