Using quotients as a mentor to facilitate the success of underrepresented students
Abstract Choosing a mentor requires a certain level of introspection for both the mentor and the mentee. The dynamics of mentorship may change depending on the academic status of the mentee. Regardless, mentors should help their trainees grow both academically and professionally. The success of an i...
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| Veröffentlicht in: | Pathogens and disease 2023-01, Vol.81 |
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| creator | Neikirk, Kit Barongan, Taylor Rolle, Tiffany Garza Lopez, Edgar Marshall, Andrea Beasley, Heather K Crabtree, Amber Spencer, Elsie C Shuler, Haysetta Martinez, Denise Murray, Sandra Vang, Chia Jenkins, Felysha Damo, Steven Vue, Zer |
| description | Abstract
Choosing a mentor requires a certain level of introspection for both the mentor and the mentee. The dynamics of mentorship may change depending on the academic status of the mentee. Regardless, mentors should help their trainees grow both academically and professionally. The success of an individual in the fields of science, technology, engineering, mathematics, and medicine (STEMM) depends on more than intellectual capacity; a holistic view encompassing all factors that contribute to scientific achievement is all-important. Specifically, one new method scientists can adopt is quotients, which are scales and techniques that can be used to measure aptitude in a specific area. In this paper, we focus on these factors and how to grow one’s adversity quotient (AQ), social quotient (SQ), and personal growth initiative scale (PGIS). We also look at how mentors can better understand the biases of their trainees. In addressing this, mentors can help trainees become more visible and encourage other trainees to become allies through reducing biases.
Quotients that contribute to success are discussed, and suggestions in the context of COVID-19 are provided to facilitate student success in science, technology, engineering, mathematics, and medicine (STEMM). |
| doi_str_mv | 10.1093/femspd/ftad008 |
| format | Article |
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Choosing a mentor requires a certain level of introspection for both the mentor and the mentee. The dynamics of mentorship may change depending on the academic status of the mentee. Regardless, mentors should help their trainees grow both academically and professionally. The success of an individual in the fields of science, technology, engineering, mathematics, and medicine (STEMM) depends on more than intellectual capacity; a holistic view encompassing all factors that contribute to scientific achievement is all-important. Specifically, one new method scientists can adopt is quotients, which are scales and techniques that can be used to measure aptitude in a specific area. In this paper, we focus on these factors and how to grow one’s adversity quotient (AQ), social quotient (SQ), and personal growth initiative scale (PGIS). We also look at how mentors can better understand the biases of their trainees. In addressing this, mentors can help trainees become more visible and encourage other trainees to become allies through reducing biases.
Quotients that contribute to success are discussed, and suggestions in the context of COVID-19 are provided to facilitate student success in science, technology, engineering, mathematics, and medicine (STEMM).</description><identifier>ISSN: 2049-632X</identifier><identifier>EISSN: 2049-632X</identifier><identifier>DOI: 10.1093/femspd/ftad008</identifier><identifier>PMID: 37156509</identifier><language>eng</language><publisher>United States: Oxford University Press</publisher><subject>Bias ; Humans ; Mentors ; Quotients ; Students</subject><ispartof>Pathogens and disease, 2023-01, Vol.81</ispartof><rights>The Author(s) 2023. Published by Oxford University Press on behalf of FEMS. 2023</rights><rights>The Author(s) 2023. Published by Oxford University Press on behalf of FEMS.</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c453t-d04f853035fc51c4cf3880c515453bff0bbf13adb475ea19f49f86944961ae463</citedby><cites>FETCH-LOGICAL-c453t-d04f853035fc51c4cf3880c515453bff0bbf13adb475ea19f49f86944961ae463</cites><orcidid>0000-0003-1156-1658 ; 0000-0002-3502-8906</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC10255757/pdf/$$EPDF$$P50$$Gpubmedcentral$$H</linktopdf><linktohtml>$$Uhttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC10255757/$$EHTML$$P50$$Gpubmedcentral$$H</linktohtml><link.rule.ids>230,314,723,776,780,881,1598,27901,27902,53766,53768</link.rule.ids><linktorsrc>$$Uhttps://dx.doi.org/10.1093/femspd/ftad008$$EView_record_in_Oxford_University_Press$$FView_record_in_$$GOxford_University_Press</linktorsrc><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/37156509$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Neikirk, Kit</creatorcontrib><creatorcontrib>Barongan, Taylor</creatorcontrib><creatorcontrib>Rolle, Tiffany</creatorcontrib><creatorcontrib>Garza Lopez, Edgar</creatorcontrib><creatorcontrib>Marshall, Andrea</creatorcontrib><creatorcontrib>Beasley, Heather K</creatorcontrib><creatorcontrib>Crabtree, Amber</creatorcontrib><creatorcontrib>Spencer, Elsie C</creatorcontrib><creatorcontrib>Shuler, Haysetta</creatorcontrib><creatorcontrib>Martinez, Denise</creatorcontrib><creatorcontrib>Murray, Sandra</creatorcontrib><creatorcontrib>Vang, Chia</creatorcontrib><creatorcontrib>Jenkins, Felysha</creatorcontrib><creatorcontrib>Damo, Steven</creatorcontrib><creatorcontrib>Vue, Zer</creatorcontrib><title>Using quotients as a mentor to facilitate the success of underrepresented students</title><title>Pathogens and disease</title><addtitle>Pathog Dis</addtitle><description>Abstract
Choosing a mentor requires a certain level of introspection for both the mentor and the mentee. The dynamics of mentorship may change depending on the academic status of the mentee. Regardless, mentors should help their trainees grow both academically and professionally. The success of an individual in the fields of science, technology, engineering, mathematics, and medicine (STEMM) depends on more than intellectual capacity; a holistic view encompassing all factors that contribute to scientific achievement is all-important. Specifically, one new method scientists can adopt is quotients, which are scales and techniques that can be used to measure aptitude in a specific area. In this paper, we focus on these factors and how to grow one’s adversity quotient (AQ), social quotient (SQ), and personal growth initiative scale (PGIS). We also look at how mentors can better understand the biases of their trainees. In addressing this, mentors can help trainees become more visible and encourage other trainees to become allies through reducing biases.
Quotients that contribute to success are discussed, and suggestions in the context of COVID-19 are provided to facilitate student success in science, technology, engineering, mathematics, and medicine 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facilitate the success of underrepresented students</atitle><jtitle>Pathogens and disease</jtitle><addtitle>Pathog Dis</addtitle><date>2023-01-17</date><risdate>2023</risdate><volume>81</volume><issn>2049-632X</issn><eissn>2049-632X</eissn><abstract>Abstract
Choosing a mentor requires a certain level of introspection for both the mentor and the mentee. The dynamics of mentorship may change depending on the academic status of the mentee. Regardless, mentors should help their trainees grow both academically and professionally. The success of an individual in the fields of science, technology, engineering, mathematics, and medicine (STEMM) depends on more than intellectual capacity; a holistic view encompassing all factors that contribute to scientific achievement is all-important. Specifically, one new method scientists can adopt is quotients, which are scales and techniques that can be used to measure aptitude in a specific area. In this paper, we focus on these factors and how to grow one’s adversity quotient (AQ), social quotient (SQ), and personal growth initiative scale (PGIS). We also look at how mentors can better understand the biases of their trainees. In addressing this, mentors can help trainees become more visible and encourage other trainees to become allies through reducing biases.
Quotients that contribute to success are discussed, and suggestions in the context of COVID-19 are provided to facilitate student success in science, technology, engineering, mathematics, and medicine (STEMM).</abstract><cop>United States</cop><pub>Oxford University Press</pub><pmid>37156509</pmid><doi>10.1093/femspd/ftad008</doi><orcidid>https://orcid.org/0000-0003-1156-1658</orcidid><orcidid>https://orcid.org/0000-0002-3502-8906</orcidid><oa>free_for_read</oa></addata></record> |
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| language | eng |
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| subjects | Bias Humans Mentors Quotients Students |
| title | Using quotients as a mentor to facilitate the success of underrepresented students |
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