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Dataset Associated with the Research Article Titled: Webs of Science: Developmental Networks Influence Women’s Integration into STEM Fields

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dc.contributor.authorHernandez, Paul R.
dc.contributor.authorPatterson, Megan S.
dc.contributor.authorNyanamba, Juliet M.
dc.contributor.authorAdams, Amanda S.
dc.contributor.authorBarnes, Rebecca T.
dc.contributor.authorBurt, Melissa
dc.contributor.authorClinton, Sandra M.
dc.contributor.authorPollack, Ilana B.
dc.contributor.authorFischer, Emily V.
dc.date.accessioned2021-09-17T16:22:38Z
dc.date.available2021-09-17T16:22:38Z
dc.date.issued2021
dc.descriptionDepartment of Teaching, Learning, and Culture, Texas A&M University.en_US
dc.descriptionDepartment of Health and Kinesiology, Texas A&M University.en_US
dc.descriptionDepartment of Educational Psychology, Texas A&M University.en_US
dc.descriptionDepartment of Geography & Earth Sciences, UNC Charlotte.en_US
dc.descriptionEnvironmental Studies Program, Colorado College.en_US
dc.descriptionDepartment of Atmospheric Science, Colorado State University.en_US
dc.description.abstractMentorship can be part of the solution to developing a more diverse global scientific workforce, but robust longitudinal evidence is limited. Developmental mentor network theory can advance our understanding of the impact of a wide range of mentors across social contexts by distinguishing between the content of mentorship support (eg career support) and the structural characteristics of an individual’s mentor network (eg density of connections among mentors). We tested the influence of mentor network characteristics on longitudinal social integration into earth and environmental sciences, as indicated by science identity development (a key indicator of social integration) and STEM graduate school applications, in a sample of 233 undergraduate women at 9 universities in the U.S. Findings indicate that belonging to close-knit, larger, and skill-focused mentorship networks creates a “sticky web” of social connections, providing information and resources that increase retention of college women in the earth and environmental sciences.en_US
dc.format.mediumCSV
dc.format.mediumPDF
dc.format.mediumMPLUS
dc.identifier.urihttps://hdl.handle.net/10217/233920
dc.identifier.urihttp://dx.doi.org/10.25675/10217/233920
dc.languageEnglish
dc.language.isoeng
dc.publisherColorado State University. Libraries
dc.relation.ispartofResearch Data
dc.relation.isreferencedbyHernandez, P. R., Patterson, M. S., Nyanamba, J. M., Adams, A. S., Barnes, R. T., Bloodhart, B., Burt, M., Clinton, S. M., Pollack, I. B., & Fischer, E. V. (2023). Webs of science: mentor networks influence women’s integration into STEM fields. Frontiers in Ecology and the Environment, 21(9), 404–410. https://doi.org/10.1002/fee.2666
dc.subjectdevelopmental networken_US
dc.subjectmentoren_US
dc.subjectgenderen_US
dc.subjectSTEM educationen_US
dc.subjectidentityen_US
dc.subjectpersistenceen_US
dc.titleDataset Associated with the Research Article Titled: Webs of Science: Developmental Networks Influence Women’s Integration into STEM Fieldsen_US
dc.typeDataset

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