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Mentoring Girls in Science: Eight Case Studies of a Science Camp Experience

Mentoring Girls in Science: Eight Case Studies of a Science Camp Experience

Donna Farland-Smith
Copyright: © 2016 |Pages: 15
ISBN13: 9781466694712|ISBN10: 1466694718|EISBN13: 9781466694729
DOI: 10.4018/978-1-4666-9471-2.ch002
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MLA

Farland-Smith, Donna. "Mentoring Girls in Science: Eight Case Studies of a Science Camp Experience." Innovative Professional Development Methods and Strategies for STEM Education, edited by Kenan Dikilitaş, IGI Global, 2016, pp. 17-31. https://doi.org/10.4018/978-1-4666-9471-2.ch002

APA

Farland-Smith, D. (2016). Mentoring Girls in Science: Eight Case Studies of a Science Camp Experience. In K. Dikilitaş (Ed.), Innovative Professional Development Methods and Strategies for STEM Education (pp. 17-31). IGI Global. https://doi.org/10.4018/978-1-4666-9471-2.ch002

Chicago

Farland-Smith, Donna. "Mentoring Girls in Science: Eight Case Studies of a Science Camp Experience." In Innovative Professional Development Methods and Strategies for STEM Education, edited by Kenan Dikilitaş, 17-31. Hershey, PA: IGI Global, 2016. https://doi.org/10.4018/978-1-4666-9471-2.ch002

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Abstract

Content area specialists (scientists) are often recruited as mentors of students to address issues in science education. These scientists are frequently recruited to help with the teaching of science, however, quite often do not have the pedagogy skills needed to be role models for young children. Guidance in the selection appropriate mentors would help maximize the potential influence on students understanding of who does science, where science is done and what scientists do. This study illustrates six case studies of scientists as they worked with middle school girls and identifies five characteristics educators should look for in selecting science mentors successful in broadening students' perceptions of scientists. The data was collected during ‘Side-by-Side' interaction with scientists/mentors during a summer camp experience and has implications for classroom practice as the use of mentors can be structured to support the infusion of Science as a Human Endeavor. As the students' experiences with mentor scientists helped to shape their perception of those who pursue careers in science and what it is that scientists do, careful consideration and preparation of mentors were critical to the success of the program, and so this paper also provides suggestions to help highly trained and highly educated scientists in these mentorship roles.

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