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Few studies have empirically investigated the specific factors in mentoring relationships between undergraduate researchers (mentees) and their mentors in the biological and life sciences that account for mentees’ positive academic and career outcomes. Using archival evaluation data from more than 400 mentees gathered over a multi-year period (2005–2011) from several undergraduate biology research programs at a large, Midwestern research university, we validated existing evaluation measures of the mentored research experience and the mentor–mentee relationship. We used a subset of data from mentees (77% underrepresented racial/ethnic minorities) to test a hypothesized social cognitive career theory model of associations between mentees’ academic outcomes and perceptions of their research mentoring relationships. Results from path analysis indicate that perceived mentor effectiveness indirectly predicted post-baccalaureate outcomes via research self-efficacy beliefs. Findings are discussed with implications for developing new and refining existing tools to measure this impact, programmatic interventions to increase the success of culturally diverse research mentees and future directions for research. [ABSTRACT FROM PUBLISHER]

This study investigated the influence of two contextual factors, parental involvement and perceived career barriers, on math/science goals. Using social cognitive career theory (SCCT; Lent, Brown, & Hackett, 1994), a path model was tested to investigate hypothesized relationships between math- and science-related efficacy beliefs (i.e., task and coping) and perceived career barriers to math/science interests and goals in a sample of 227 undergraduates. Overall fit indices supported a model for the direct contribution of parental involvement largely to outcome expectations and moderately to math/science task self-efficacy and perceived barriers. Parental involvement directly and indirectly predicted goals through its strong relationship with outcome expectations. Outcome expectations and interests directly predicted goal intentions. Evidence supported coping efficacy as a mediator of the relationship between perceived career barriers and goals. Future research directions and practice implications are discussed. [ABSTRACT FROM AUTHOR]

The authors focus on the significance of the counselor's cultural contexts in effective career interventions vis-à-vis the incorporation of multicultural metacognition. They briefly summarize and critique extant career counseling models for racial/ethnic minority clients and then describe an expanded model for career counseling that incorporates metacognition processes for addressing counselor-related cultural factors. [ABSTRACT FROM AUTHOR]

The authors focus on career counseling from a cultural perspective, using the proxy construct of race/ethnicity. They briefly describe traditional career counseling and critique the degree to which the myriad cultural contexts that shape clients' career development are incorporated into vocational theories and practice. They conducted a meta-analysis of research that has investigated the relationship between culture and vocational choice variables and concluded (a) that race/ethnicity differences do not greatly affect career aspirations but (b) that there are differences among racial/ethnic groups in perceptions of career-related opportunities and barriers. [ABSTRACT FROM AUTHOR]

The current study examined predictors of undergraduate science students' intentions to attend graduate school and participate in undergraduate research. We used social cognitive career theory to test our hypothesized model using a sample (N = 411) of life science and physical science majors and examined basic interests in these disciplines as mediating variables. Among life science majors, results of structural equation modeling indicated that microbiology interest mediated the relationship between scientific self-efficacy (SSE) and graduate education intentions (GEIs) and the latter variable also mediated the relationship between microbiology interest and undergraduate research intentions (URIs). The model for physical science majors did not provide a good fit to the data, therefore path coefficients associated with this model were not interpreted. Implications for counseling interventions based on patterns of career intention formation in the life and physical sciences are discussed. [ABSTRACT FROM AUTHOR]