1. 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
# funded 2012

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

3. 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

4. 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
or phone call reminders for weekly mentoring and field trips from Mentoring staff
iSTEM Staff support mentors with STEM activities, if needed

5. 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

6. 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.

7. 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.

8. 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

9. 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

10. 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

11. 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

12. 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

13. 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

14. 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

15. 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

16. Thank you!