Cross-Cultural Mentoring Relationship in International Chemistry and Biology Undergraduate Research Experiences

Engagingundergraduate students in authentic research is a powerfulpedagogical tool for undergraduate education. The key to maximizingthe benefit of research experiences is a proper mentoring relationship.Here, we present the findings of international chemistry and biologyundergraduate research experiences studied via a critical qualitativemethodology to understand the cross-cultural mentoring relationship.This study demonstrates that mentors and students came into a mentoringrelationship with different sets of normative infrastructures, whichentail their assumptions about the purposes, values, and beliefs ofundergraduate research. Their normative infrastructures came fromtheir cultural backgrounds and prior scientific training. Positiveexperiences of participants are attributed to the inherent characteristicsof students, mentors, or the program as well as aligned settings.On the other hand, negative experiences are associated with misalignedsettings. We propose that understanding mentoring relationships mayuncover new ideas to improve mentors' and students'experiences within undergraduate scientific research.

Automated summary

Engaging undergraduate students in authentic research through a proper mentoring relationship is beneficial for their education. This study examines international chemistry and biology undergraduate research experiences to understand the cross-cultural mentoring relationship. The findings suggest that mentors and students have different normative infrastructures based on their cultural backgrounds and scientific training, which affect their experiences. Positive experiences are attributed to aligned settings, while negative experiences are associated with misaligned settings. Understanding mentoring relationships can lead to improvements in undergraduate scientific research experiences for both mentors and students.