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
- Institución
- Consejo Nacional de Investigaciones Científicas y Técnicas
- OAI Identificador
- oai:ri.conicet.gov.ar:11336/202263
Ver los metadatos del registro completo
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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 |
dc.date.none.fl_str_mv |
2019 |
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publishedVersion |
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http://hdl.handle.net/11336/202263 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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eng |
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Geological Society of America |
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