Purpose

This study examined the characteristics of research mentors that successfully support underrepresented racially minoritized undergraduate (URMU) students in education research.

Design/methodology/approach

An exploratory case study approach was employed to gain insight into the characteristics. The data sources used to inform this study included surveys and artifacts from eight URMU students who participated in a national grant-funded research apprenticeship fellowship program.

Findings

Results revealed three key findings about the characteristics that research mentors need to possess to successfully support URMU students in education research. These characteristics include a willingness to (1) invest time and effort in the mentor–mentee relationship, (2) share relevant knowledge and expertise about education research and (3) serve as sponsors to support and promote their mentees' educational research goals and endeavors.

Practical implications

The results have the potential to improve the quality of successful research mentorship opportunities for URMU students in education research by demonstrating the qualities and importance of these mentoring relationships. Higher quality mentoring relationships have the power to encourage URMU students to persist into graduate school and/or the education research profession via knowledge sharing, support and social capital. This is particularly important as education research – which still largely privileges Eurocentric research perspectives and methods – continues to take much needed steps toward racial and cultural diversity.

Originality/value

Most undergraduate research mentorship literature – and especially that literature highlighting the needs of URMU students – focuses on students in STEM, leaving gaps in knowledge related to students in education research. By focusing on the latter, this study seeks to extend our knowledge of the research mentorship needs of URMU students in education research.

中文翻译：

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在教育研究学徒计划中指导代表性不足的少数族裔本科生：成功策略

目的

本研究考察了在教育研究中成功支持代表性不足的少数民族本科 (URMU) 学生的研究导师的特征。

设计/方法/途径

采用探索性案例研究方法来深入了解这些特征。用于为这项研究提供信息的数据源包括八名参加国家资助的研究学徒奖学金计划的 URMU 学生的调查和人工制品。

发现

结果揭示了关于研究导师成功支持 URMU 学生进行教育研究所需具备的特征的三个关键发现。这些特征包括愿意 (1) 为师徒关系投入时间和精力，(2) 分享有关教育研究的相关知识和专业知识，以及 (3) 作为赞助商支持和促进他们的徒弟的教育研究目标和努力.

实际影响

通过展示这些指导关系的质量和重要性，结果有可能提高 URMU 学生在教育研究中成功获得研究指导机会的质量。更高质量的指导关系有能力鼓励 URMU 学生通过知识共享、支持和社会资本坚持进入研究生院和/或教育研究专业。这一点尤其重要，因为教育研究——仍然主要以欧洲为中心的研究观点和方法——继续采取急需的步骤来实现种族和文化多样性。

原创性/价值

大多数本科生研究指导文献——尤其是强调 URMU 学生需求的文献——侧重于 STEM 学生，在教育研究中留下与学生相关的知识空白。通过关注后者，本研究旨在扩展我们对 URMU 学生在教育研究中的研究指导需求的了解。