Virtual Mentoring as a potential pathway to increase retention of historically underrepresented minority students in the Geosciences

Autores
Marasco, Leslie; Asher, Pranoti; Whitesell, Laurie; Abshire, Wendy; Sumy, Danielle; Carmona, Noelia Beatriz; Savoie, Kelly; Emmanuel, Jason
Año de publicación
2019
Idioma
inglés
Tipo de recurso
documento de conferencia
Estado
versión publicada
Descripción
Mentoring365 is a virtual mentoring program developed by the American Geophysical Union, in collaboration with other geoscience associations including the American Meteorological Society, the Association for Women Geoscientists, Incorporated Research Institutions for Seismology, and the Society of Exploration Geophysicists. Participant data of the Mentoring365 program was evaluated to identify demographic patterns and the potential of virtual mentoring as a pathway to increase retention of URM students in the geosciences. As of 24 June 2019, 514 total applicants have applied and been accepted into the Mentoring365 program, comprising 173 mentors and 364 mentees (some participants serve in both roles). Participants represent 56 countries spanning 6 continents. 60.4% of mentees and 33.5% of mentors identify as non-white. 48.6% of mentees and 47.7% of mentors identify as female. To date, Mentoring365 has facilitated 159 mentoring connections within the program. Non-white mentees are twice as likely as white mentees to select a non-white mentor. Of the non-white mentees who selected a non-white mentor, 47.6% selected a mentor of their same race. Female and male mentees selected mentors that matched their gender identity at nearly equal rates, both preferring a mentor of their same gender. 62.8% male mentees selected a male mentor and 64.1% female mentees selected a female mentor. Participant data supports that URM students are looking to connect with mentors that represent them racially at higher rates than white students. Both male and female mentees prefer a mentor of their same gender identity, but there is not a significant difference in preference between genders. Cultivating inclusivity in the geosciences can assist in retaining URM students and virtual mentoring programs such as Mentoring365 can potentially be part of the effort. Mentoring365 participant data alone, however, is insufficient to evaluate the efficacy of virtual mentoring to increase retention. Longitudinal data on the retention rates and outcomes of URM students who participated in virtual mentoring programs as well as those who did not should be evaluated to gain further insights.
Fil: Marasco, Leslie. American Geophysical Union; Estados Unidos
Fil: Asher, Pranoti. American Geophysical Union; Estados Unidos
Fil: Whitesell, Laurie. Society Of Exploration Geophysicists; Estados Unidos
Fil: Abshire, Wendy. American Meteorological Society; Estados Unidos
Fil: Sumy, Danielle. Incorporated Research Institutions For Seismology; Estados Unidos
Fil: Carmona, Noelia Beatriz. Universidad Nacional de Río Negro. Sede Alto Valle. Instituto de Investigaciones en Paleobiología y Geología; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Patagonia Norte. Instituto de Investigación en Paleobiología y Geología; Argentina
Fil: Savoie, Kelly. American Meteorological Society; Estados Unidos
Fil: Emmanuel, Jason. American Meteorological Society; Estados Unidos
Geological Society of America Annual Meeting 2019
Phoenix
Estados Unidos
Geological Society of America
Materia
Mentoring
Geosciences
Minority
Nivel de accesibilidad
acceso abierto
Condiciones de uso
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
Repositorio
CONICET Digital (CONICET)
Institución
Consejo Nacional de Investigaciones Científicas y Técnicas
OAI Identificador
oai:ri.conicet.gov.ar:11336/202263

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spelling Virtual Mentoring as a potential pathway to increase retention of historically underrepresented minority students in the GeosciencesMarasco, LeslieAsher, PranotiWhitesell, LaurieAbshire, WendySumy, DanielleCarmona, Noelia BeatrizSavoie, KellyEmmanuel, JasonMentoringGeosciencesMinorityhttps://purl.org/becyt/ford/1.5https://purl.org/becyt/ford/1Mentoring365 is a virtual mentoring program developed by the American Geophysical Union, in collaboration with other geoscience associations including the American Meteorological Society, the Association for Women Geoscientists, Incorporated Research Institutions for Seismology, and the Society of Exploration Geophysicists. Participant data of the Mentoring365 program was evaluated to identify demographic patterns and the potential of virtual mentoring as a pathway to increase retention of URM students in the geosciences. As of 24 June 2019, 514 total applicants have applied and been accepted into the Mentoring365 program, comprising 173 mentors and 364 mentees (some participants serve in both roles). Participants represent 56 countries spanning 6 continents. 60.4% of mentees and 33.5% of mentors identify as non-white. 48.6% of mentees and 47.7% of mentors identify as female. To date, Mentoring365 has facilitated 159 mentoring connections within the program. Non-white mentees are twice as likely as white mentees to select a non-white mentor. Of the non-white mentees who selected a non-white mentor, 47.6% selected a mentor of their same race. Female and male mentees selected mentors that matched their gender identity at nearly equal rates, both preferring a mentor of their same gender. 62.8% male mentees selected a male mentor and 64.1% female mentees selected a female mentor. Participant data supports that URM students are looking to connect with mentors that represent them racially at higher rates than white students. Both male and female mentees prefer a mentor of their same gender identity, but there is not a significant difference in preference between genders. Cultivating inclusivity in the geosciences can assist in retaining URM students and virtual mentoring programs such as Mentoring365 can potentially be part of the effort. Mentoring365 participant data alone, however, is insufficient to evaluate the efficacy of virtual mentoring to increase retention. Longitudinal data on the retention rates and outcomes of URM students who participated in virtual mentoring programs as well as those who did not should be evaluated to gain further insights.Fil: Marasco, Leslie. American Geophysical Union; Estados UnidosFil: Asher, Pranoti. American Geophysical Union; Estados UnidosFil: Whitesell, Laurie. Society Of Exploration Geophysicists; Estados UnidosFil: Abshire, Wendy. American Meteorological Society; Estados UnidosFil: Sumy, Danielle. Incorporated Research Institutions For Seismology; Estados UnidosFil: Carmona, Noelia Beatriz. Universidad Nacional de Río Negro. Sede Alto Valle. Instituto de Investigaciones en Paleobiología y Geología; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Patagonia Norte. Instituto de Investigación en Paleobiología y Geología; ArgentinaFil: Savoie, Kelly. American Meteorological Society; Estados UnidosFil: Emmanuel, Jason. American Meteorological Society; Estados UnidosGeological Society of America Annual Meeting 2019PhoenixEstados UnidosGeological Society of AmericaGeological Society of America2019info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/conferenceObjectReuniónJournalhttp://purl.org/coar/resource_type/c_5794info:ar-repo/semantics/documentoDeConferenciaapplication/pdfapplication/pdfhttp://hdl.handle.net/11336/202263Virtual Mentoring as a potential pathway to increase retention of historically underrepresented minority students in the Geosciences; Geological Society of America Annual Meeting 2019; Phoenix; Estados Unidos; 2019; 1-10016-7592CONICET DigitalCONICETenginfo:eu-repo/semantics/altIdentifier/url/https://gsa.confex.com/gsa/2019AM/webprogram/Paper331655.htmlInternacionalinfo:eu-repo/semantics/openAccesshttps://creativecommons.org/licenses/by-nc-sa/2.5/ar/reponame:CONICET Digital (CONICET)instname:Consejo Nacional de Investigaciones Científicas y Técnicas2025-09-29T10:35:10Zoai:ri.conicet.gov.ar:11336/202263instacron:CONICETInstitucionalhttp://ri.conicet.gov.ar/Organismo científico-tecnológicoNo correspondehttp://ri.conicet.gov.ar/oai/requestdasensio@conicet.gov.ar; lcarlino@conicet.gov.arArgentinaNo correspondeNo correspondeNo correspondeopendoar:34982025-09-29 10:35:10.393CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicasfalse
dc.title.none.fl_str_mv Virtual Mentoring as a potential pathway to increase retention of historically underrepresented minority students in the Geosciences
title Virtual Mentoring as a potential pathway to increase retention of historically underrepresented minority students in the Geosciences
spellingShingle Virtual Mentoring as a potential pathway to increase retention of historically underrepresented minority students in the Geosciences
Marasco, Leslie
Mentoring
Geosciences
Minority
title_short Virtual Mentoring as a potential pathway to increase retention of historically underrepresented minority students in the Geosciences
title_full Virtual Mentoring as a potential pathway to increase retention of historically underrepresented minority students in the Geosciences
title_fullStr Virtual Mentoring as a potential pathway to increase retention of historically underrepresented minority students in the Geosciences
title_full_unstemmed Virtual Mentoring as a potential pathway to increase retention of historically underrepresented minority students in the Geosciences
title_sort Virtual Mentoring as a potential pathway to increase retention of historically underrepresented minority students in the Geosciences
dc.creator.none.fl_str_mv Marasco, Leslie
Asher, Pranoti
Whitesell, Laurie
Abshire, Wendy
Sumy, Danielle
Carmona, Noelia Beatriz
Savoie, Kelly
Emmanuel, Jason
author Marasco, Leslie
author_facet Marasco, Leslie
Asher, Pranoti
Whitesell, Laurie
Abshire, Wendy
Sumy, Danielle
Carmona, Noelia Beatriz
Savoie, Kelly
Emmanuel, Jason
author_role author
author2 Asher, Pranoti
Whitesell, Laurie
Abshire, Wendy
Sumy, Danielle
Carmona, Noelia Beatriz
Savoie, Kelly
Emmanuel, Jason
author2_role author
author
author
author
author
author
author
dc.subject.none.fl_str_mv Mentoring
Geosciences
Minority
topic Mentoring
Geosciences
Minority
purl_subject.fl_str_mv https://purl.org/becyt/ford/1.5
https://purl.org/becyt/ford/1
dc.description.none.fl_txt_mv Mentoring365 is a virtual mentoring program developed by the American Geophysical Union, in collaboration with other geoscience associations including the American Meteorological Society, the Association for Women Geoscientists, Incorporated Research Institutions for Seismology, and the Society of Exploration Geophysicists. Participant data of the Mentoring365 program was evaluated to identify demographic patterns and the potential of virtual mentoring as a pathway to increase retention of URM students in the geosciences. As of 24 June 2019, 514 total applicants have applied and been accepted into the Mentoring365 program, comprising 173 mentors and 364 mentees (some participants serve in both roles). Participants represent 56 countries spanning 6 continents. 60.4% of mentees and 33.5% of mentors identify as non-white. 48.6% of mentees and 47.7% of mentors identify as female. To date, Mentoring365 has facilitated 159 mentoring connections within the program. Non-white mentees are twice as likely as white mentees to select a non-white mentor. Of the non-white mentees who selected a non-white mentor, 47.6% selected a mentor of their same race. Female and male mentees selected mentors that matched their gender identity at nearly equal rates, both preferring a mentor of their same gender. 62.8% male mentees selected a male mentor and 64.1% female mentees selected a female mentor. Participant data supports that URM students are looking to connect with mentors that represent them racially at higher rates than white students. Both male and female mentees prefer a mentor of their same gender identity, but there is not a significant difference in preference between genders. Cultivating inclusivity in the geosciences can assist in retaining URM students and virtual mentoring programs such as Mentoring365 can potentially be part of the effort. Mentoring365 participant data alone, however, is insufficient to evaluate the efficacy of virtual mentoring to increase retention. Longitudinal data on the retention rates and outcomes of URM students who participated in virtual mentoring programs as well as those who did not should be evaluated to gain further insights.
Fil: Marasco, Leslie. American Geophysical Union; Estados Unidos
Fil: Asher, Pranoti. American Geophysical Union; Estados Unidos
Fil: Whitesell, Laurie. Society Of Exploration Geophysicists; Estados Unidos
Fil: Abshire, Wendy. American Meteorological Society; Estados Unidos
Fil: Sumy, Danielle. Incorporated Research Institutions For Seismology; Estados Unidos
Fil: Carmona, Noelia Beatriz. Universidad Nacional de Río Negro. Sede Alto Valle. Instituto de Investigaciones en Paleobiología y Geología; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Patagonia Norte. Instituto de Investigación en Paleobiología y Geología; Argentina
Fil: Savoie, Kelly. American Meteorological Society; Estados Unidos
Fil: Emmanuel, Jason. American Meteorological Society; Estados Unidos
Geological Society of America Annual Meeting 2019
Phoenix
Estados Unidos
Geological Society of America
description Mentoring365 is a virtual mentoring program developed by the American Geophysical Union, in collaboration with other geoscience associations including the American Meteorological Society, the Association for Women Geoscientists, Incorporated Research Institutions for Seismology, and the Society of Exploration Geophysicists. Participant data of the Mentoring365 program was evaluated to identify demographic patterns and the potential of virtual mentoring as a pathway to increase retention of URM students in the geosciences. As of 24 June 2019, 514 total applicants have applied and been accepted into the Mentoring365 program, comprising 173 mentors and 364 mentees (some participants serve in both roles). Participants represent 56 countries spanning 6 continents. 60.4% of mentees and 33.5% of mentors identify as non-white. 48.6% of mentees and 47.7% of mentors identify as female. To date, Mentoring365 has facilitated 159 mentoring connections within the program. Non-white mentees are twice as likely as white mentees to select a non-white mentor. Of the non-white mentees who selected a non-white mentor, 47.6% selected a mentor of their same race. Female and male mentees selected mentors that matched their gender identity at nearly equal rates, both preferring a mentor of their same gender. 62.8% male mentees selected a male mentor and 64.1% female mentees selected a female mentor. Participant data supports that URM students are looking to connect with mentors that represent them racially at higher rates than white students. Both male and female mentees prefer a mentor of their same gender identity, but there is not a significant difference in preference between genders. Cultivating inclusivity in the geosciences can assist in retaining URM students and virtual mentoring programs such as Mentoring365 can potentially be part of the effort. Mentoring365 participant data alone, however, is insufficient to evaluate the efficacy of virtual mentoring to increase retention. Longitudinal data on the retention rates and outcomes of URM students who participated in virtual mentoring programs as well as those who did not should be evaluated to gain further insights.
publishDate 2019
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Virtual Mentoring as a potential pathway to increase retention of historically underrepresented minority students in the Geosciences; Geological Society of America Annual Meeting 2019; Phoenix; Estados Unidos; 2019; 1-1
0016-7592
CONICET Digital
CONICET
url http://hdl.handle.net/11336/202263
identifier_str_mv Virtual Mentoring as a potential pathway to increase retention of historically underrepresented minority students in the Geosciences; Geological Society of America Annual Meeting 2019; Phoenix; Estados Unidos; 2019; 1-1
0016-7592
CONICET Digital
CONICET
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