Faculty as undergraduate research mentors for students of color: Taking into account the costs

摘要: This article is based on the findings of a 2-year study that examined nature effective faculty/student undergraduate research (UR) science, technology, engineering, and mathematics (STEM) relationships. The site was large urban public college where three fourths all incoming freshmen receive need-based aid; although not historically Black or university (HBCU), 85% are students color. offers 2- 4-year STEM degree programs. Utilizing cultural historical activity theory (CHAT) as both theoretical methodological framework, this phenomenological employed semistructured interviews, written surveys, member checking to understand four paired UR mentoring relationships over 2 years. only concur with bulk research, indicating UR's promise for addressing low enrollment retention rates color in disciplines but also raise issues around emotional, financial, professional costs faculty. It these focus concludes ideas, administrators others concerned, about how we might support faculty crucial work toward goal retaining STEM. © 2012 Wiley Periodicals, Inc. Sci Ed 96:527–542,