Home > Research > Publications & Outputs > Mentoring, undergraduate research, and identity...

Links

Text available via DOI:

View graph of relations

Mentoring, undergraduate research, and identity development: a conceptual review and research agenda

Research output: Contribution to journalJournal article

Published
  • Ruth J. Palmer
  • Andrea N. Hunt
  • Michael Neal
  • Brad Wuetherick
Close
<mark>Journal publication date</mark>2015
<mark>Journal</mark>Mentoring and Tutoring
Issue number5
Volume23
Number of pages16
Pages (from-to)411-426
Publication statusPublished
Early online date28/12/15
Original languageEnglish

Abstract

Mentored undergraduate research has been identified as a high-impact practice that enhances teaching and learning in higher education. It is reported to influence students’ academic, affective, and behavioral outcomes. However, there is only an emerging literature related to student outcomes associated with identity development, specifically students’ personal and professional identities. This integrative literature review examines the intersections and interrelationship across mentoring, undergraduate research, and student identity development. Its results uncover the complexity of the constructs, and their dynamic interrelationship, especially when viewed through the lenses of the sociocultural perspective grounded in the notion of mediated action. Two assumptions undergird this perspective: first, that all investigation takes place at the intersection of these constructs with mediated action, not individuals in isolation, as a unit of analysis; and, second, that any study of identity must focus on an u...