An Investigation of the Impact of Mentoring on Students' Decisions to Pursue Professions in Medicine/Health Sciences: A Sociocultural Framework for Multicultural Science Education
In the 21st Century and beyond, it is clear that science and technology will be a catalyst in strengthening economic competitiveness and fostering social cohesion. However, some minoritized students are not engaged in science or related careers in science such as medicine. This study addresses the s...
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ndltd-LACETR-oai-collectionscanada.gc.ca-OTU.1807-263952013-04-17T04:18:44ZAn Investigation of the Impact of Mentoring on Students' Decisions to Pursue Professions in Medicine/Health Sciences: A Sociocultural Framework for Multicultural Science EducationClarke, Leroymentoringsociocultural frameworkactivity theorymulticultural science educationmedicine and health sciences careerscareer acquisitions07270714035005330631051903400620In the 21st Century and beyond, it is clear that science and technology will be a catalyst in strengthening economic competitiveness and fostering social cohesion. However, some minoritized students are not engaged in science or related careers in science such as medicine. This study addresses the systemic issue of equitable and accessible science education as a requisite for career acquisition such as medicine. Mentoring is presented as a sociocultural participatory activity for engaging students in science learning. The purpose of this study is to assess the University of Toronto Faculty of Medicine Summer Mentorship Program (SMP) and to use the data to theorize on the mentoring phenomenon. In 1994, the SMP was established as a means of ameliorating the traditionally low participation of Aboriginal and Black students in medicine and other health sciences. For the first 10 years (1994 – 2004), 250 participants enrolled in the program. Recently, ten past mentees of the program matriculated into various medical schools (5 in the Class of 2008 at the University of Toronto, this is significant, as the norm is usually 0 or at most 2). The study utilized a qualitative approach, requiring the collection of semi-structured one-on-one interview data and an interpretive phenomenological methodology to evaluate the data. There was an increased level of school and community involvement when students returned to high school and an increased awareness of the academic and career choices available to protégés. Mentees indicated that the influence of the SMP followed them much further than the end of the summer and considered it to be an important and defining moment in their educational journey. Communication could be improved so that mentors get a sense of their own impact and for professional development. Recommendations include conducting a study more focused on the impact of the SMP on Aboriginal students who completed the program. Finally, from a theoretical perspective, further work is recommended in order to fine-tune the proposed Mentoring Oriented Teaching and Learning Strategy (MOTALS) framework that incorporates students as natives in a welcoming community of science practice rather than immigrants in a strange land of non-contextual science knowledge.Wallace, John2010-112011-02-24T21:55:23ZNO_RESTRICTION2011-02-24T21:55:23Z2011-02-24T21:55:23ZThesishttp://hdl.handle.net/1807/26395en_ca |
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mentoring sociocultural framework activity theory multicultural science education medicine and health sciences careers career acquisitions 0727 0714 0350 0533 0631 0519 0340 0620 |
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mentoring sociocultural framework activity theory multicultural science education medicine and health sciences careers career acquisitions 0727 0714 0350 0533 0631 0519 0340 0620 Clarke, Leroy An Investigation of the Impact of Mentoring on Students' Decisions to Pursue Professions in Medicine/Health Sciences: A Sociocultural Framework for Multicultural Science Education |
description |
In the 21st Century and beyond, it is clear that science and technology will be a catalyst in strengthening economic competitiveness and fostering social cohesion. However, some minoritized students are not engaged in science or related careers in science such as medicine. This study addresses the systemic issue of equitable and accessible science education as a requisite for career acquisition such as medicine. Mentoring is presented as a sociocultural participatory activity for engaging students in science learning. The purpose of this study is to assess the University of Toronto Faculty of Medicine Summer Mentorship Program (SMP) and to use the data to theorize on the mentoring phenomenon. In 1994, the SMP was established as a means of ameliorating the traditionally low participation of Aboriginal and Black students in medicine and other health sciences. For the first 10 years (1994 – 2004), 250 participants enrolled in the program. Recently, ten past mentees of the program matriculated into various medical schools (5 in the Class of 2008 at the University of Toronto, this is significant, as the norm is usually 0 or at most 2). The study utilized a qualitative approach, requiring the collection of semi-structured one-on-one interview data and an interpretive phenomenological methodology to evaluate the data. There was an increased level of school and community involvement when students returned to high school and an increased awareness of the academic and career choices available to protégés. Mentees indicated that the influence of the SMP followed them much further than the end of the summer and considered it to be an important and defining moment in their educational journey. Communication could be improved so that mentors get a sense of their own impact and for professional development. Recommendations include conducting a study more focused on the impact of the SMP on Aboriginal students who completed the program. Finally, from a theoretical perspective, further work is recommended in order to fine-tune the proposed Mentoring Oriented Teaching and Learning Strategy (MOTALS) framework that incorporates students as natives in a welcoming community of science practice rather than immigrants in a strange land of non-contextual science knowledge. |
author2 |
Wallace, John |
author_facet |
Wallace, John Clarke, Leroy |
author |
Clarke, Leroy |
author_sort |
Clarke, Leroy |
title |
An Investigation of the Impact of Mentoring on Students' Decisions to Pursue Professions in Medicine/Health Sciences: A Sociocultural Framework for Multicultural Science Education |
title_short |
An Investigation of the Impact of Mentoring on Students' Decisions to Pursue Professions in Medicine/Health Sciences: A Sociocultural Framework for Multicultural Science Education |
title_full |
An Investigation of the Impact of Mentoring on Students' Decisions to Pursue Professions in Medicine/Health Sciences: A Sociocultural Framework for Multicultural Science Education |
title_fullStr |
An Investigation of the Impact of Mentoring on Students' Decisions to Pursue Professions in Medicine/Health Sciences: A Sociocultural Framework for Multicultural Science Education |
title_full_unstemmed |
An Investigation of the Impact of Mentoring on Students' Decisions to Pursue Professions in Medicine/Health Sciences: A Sociocultural Framework for Multicultural Science Education |
title_sort |
investigation of the impact of mentoring on students' decisions to pursue professions in medicine/health sciences: a sociocultural framework for multicultural science education |
publishDate |
2010 |
url |
http://hdl.handle.net/1807/26395 |
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