Negotiating Peer Mentoring Roles in Undergraduate Research Lab Settings

摘要: Undergraduate research is viewed as an important catalyst for educational engagement and persistence, with emphasis on the faculty mentoring relationship. Despite common practice of having multi-tiered lab teams composed newer undergraduates more seasoned serving peer mentors, less understood about experience mentors. Using framework legitimate peripheral participation, this study examined how mentors negotiated their roles in lab. Nested case studies based interviews members, students illustrated establish credibility through prior faculty-framed authority. Delegating supervision was component that helped to accept authority mentor. Implications program development future involving are discussed.