Melissa Page, PhD, MPH University of Arizona i-STEM Mentoring with a STEM Focus and by Three Mentor Types Presented at AEA November 14, 2015 Melissa Page, PhD, MPH University of Arizona #1139317 funded 2012

Overview Background information Mentors in informal science Program design Funds of Knowledge Theory Evaluation questions Evaluation measures Results Conclusion

Background information Out-of-school mentors In-school mentors Big Brother, Big Sister Weekend or evening mentoring Relationship building with an adult Self-esteem, self-confidence, life issues, engaging in fun activities At-risk students Academic or behavioral focused Self-esteem, self confidence, school engagement, relationship development with teacher, peers, or other adults

Mentors in informal science Making it work Why mentoring? No literature about STEM focused mentors or mentors working in informal science Limited literature about matching for cultural relationships and including student culture when developing activities Mentor training is critical before matching and after to ensure the relationship develops Email or phone call reminders for weekly mentoring and field trips from Mentoring staff iSTEM Staff support mentors with STEM activities, if needed

Program design Two schools serving Pascua Yaqui Native American students in Tucson, AZ 3rd-8th grade students Lunch time mentoring with flash STEM activities 5 modules with related field trips per year 3 types of mentors: Native American community mentors, STEM professionals, university undergraduate and graduate students Strength Building Partners—had a previous10 year partnership with the two schools providing mentor recruitment and training for in-school mentoring

Funds of Knowledge Theory Moll & Gonzalez (2004) define Funds of Knowledge as the historically accumulated and culturally developed bodies of knowledge and skills essential for household or individual functioning and well-being. Used with minorities successfully in math education (Andrade, Carson, & González, 2001; Ayers, Fonseca, Andrade, & Civil, 2001; Civil & Andrade, 2003, 2002; González, Andrade, Civil, & Moll, 2001, 2005) For NA and Hispanic students, there is often a gravitational pull to the home and community. Using these places to explore what students know about STEM and what they bring to STEM education will bring relevance to the subject under study.

Evaluation questions 1) the benefits of the hybrid model of a) school-based mentoring and b) informal education activities designed to engage students in STEM, 2) the differential effectiveness and outcomes of utilizing three types of mentors, and 3) the sustainability of the infrastructure at the schools, within the tribe, community, and continued collaboration of university partnerships.

Evaluation measures Observations utilizing the Student Engagement: Teacher Handbook(Jones, 2009) Pre-Post STEM Attitudes and Beliefs Survey Post-only mentor survey for mentees Post-only mentor survey Mentor sign-in sheets Student grades and attendance

Participants 78 student mentees and 45 mentors participated during the three year program Mentees (N=78): 69% Native American, 27% Hispanic, 4% White; Mentors (N=45): 42% Native American, 16% Hispanic, 42% White/other 77% female mentees, 78% female mentors 12 mentees completed 3 years, 21 completed 2 years 11 mentors served 3 years, 15 mentors served 2 years

Average Minutes Spent Per Visit Results Program attendance and participation in iSTEM activities varied by mentor type STEM professionals spent the most time engaging their mentee in STEM activities NO YES Average Minutes Spent Per Visit STEM Professionals 55.95% 44.05% 29.9 Tribal Members 85.09% 14.91% 17.9 University Student 65.22% 34.78% 25.9

Mentor type and Outcomes Tribal Members STEM Professionals University Students Positive body language 4.5 4.3 4.6 Consistent focus 4.4 4.7 Verbal participation 4.2 Student confidence Fun and excitement Individual attention Clarity of learning 3.5 4.0 3.9 Meaningfulness of the work 3.8 4.1 Rigorous thinking 3.7 Performance orientation

Mentee survey about mentors Tribal Members STEM Professional University Student I feel excited with my mentor 3.97 4.10 4.17 I feel important with my mentor 4.00 4.03 I feel relaxed with my mentor 3.87 3.93 I feel special with my mentor 3.67 I feel bored with my mentor 1.83 2.43 1.80 My mentor makes science interesting 3.00 My mentor presents activities clearly 3.30 It is fun to do activities with my mentor 4.37 4.40

Mentee survey about mentors Tribal Members STEM Professional University student My mentor supports my interest in STEM activities 4.03 4.33 4.37 My mentor encourages me to try to do my best 4.40 3.93 4.50 My mentor is interested in my ideas 4.23 4.27 4.57 I wish my mentor asked me more about what I think 3.50 3.17 3.30 When my mentor gives advice it makes me feel bad 2.37 2.43 1.87 I trust my mentor’s advice 4.07 4.43 My mentor usually visits when they say they will 3.63 4.00 I would like to spend more time with my mentor 3.97 4.17 3.67 I hope my mentor will come back next year 4.10

Conclusion Benefits of STEM and University Adults Benefits of Tribal Mentors Shared culture and experiences Previous mentoring program in the schools with Tribal mentors Mentors can support students educational aspirations Both presented technically accurate science information STEM professionals focused on rigor and understanding of STEM University students focused on developing positive relationships via STEM activities

Conclusion Tribal Mentors successfully engaged students in STEM activities Tribal Mentors enjoyed the activities and learned new information alongside their mentee Tribal Mentors exposed to STEM careers can now encourage students to pursue a STEM career that will allow for future work in their community (i.e., solar energy, land and soil studies, water conservation, health careers, etc.) Despite minor differences in mean scores for mentee engagement or about the mentor relationship, all three types of mentors contributed to increasing students’ interest in STEM

Thank you! Mpage@email.arizona.edu