Promoting Sense of Belonging and Interest in Geosciences among Undergraduate Women through Mentoring
Semester
Summer
Date of Graduation
2019
Document Type
Thesis
Degree Type
MA
College
College of Education and Human Services
Department
Not Listed
Committee Chair
Paul Hernandez
Committee Co-Chair
Karen Rambo-Hernandez
Committee Member
Karen Rambo-Hernandez
Committee Member
Natalie Shook
Abstract
The purpose of this study is to investigate whether students’ university sense of belonging mediates the relationship between mentor network diversity and students’ interest development among undergraduate women in STEM majors. The sample for this study was consisted of 277 undergraduate women majoring in a STEM discipline with initial interests in geosciences across nine universities within the United States. A regression-based mediation analysis was performed using the Hayes’ (2013) macro to test the indirect effect of mentor support on interest through university sense of belonging. Consistent with our hypothesis, the analysis revealed a statistically significant and positive indirect effect of the mentor network diversity on interest in geoscience through university sense of belonging, a×b = .04, 95% CI = [.01,.08]. More specifically, the mentor network diversity positively predicts university sense of belonging (B = 0.19, p
Recommended Citation
Du, Wenyi, "Promoting Sense of Belonging and Interest in Geosciences among Undergraduate Women through Mentoring" (2019). Graduate Theses, Dissertations, and Problem Reports. 4054.
https://researchrepository.wvu.edu/etd/4054