ABSTRACT Undergraduate research is value-added experiential learning that cultivates creative and intentional learners in and out of the classroom. However, only recently have researchers begun investigating the mechanisms related to mentoring undergraduate researchers, with scant attention being paid to the experiences of underrepresented minority (URM) faculty members. Using unique data collected from an online survey of faculty members (overall N = 215, URM n = 25), we find departmental and institutional support to be the key factors correlated with mentoring undergraduate research students. Reported support is more influential for URM faculty than white faculty, providing evidence of the importance of institutional policy as a mechanism to facilitate URM faculty participation in the high impact practice of mentoring undergraduate researchers. The findings are discussed in the context of institutional initiatives designed to support student and faculty success in the 21st century.

中文翻译：

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代表性不足的少数民族教职员工在感知研究支持和本地文化中的作用在本科生研究指导中：多机构研究合作的发现

摘要本科生研究是一种增值的体验式学习，可在课堂内外培养有创造力和有目的的学习者。但是，直到最近，研究人员才开始研究与指导本科生研究人员有关的机制，而对代表性不足的少数民族（URM）教员的经验却很少关注。使用从教师在线调查中收集的独特数据（总N = 215，URM n = 25），我们发现部门和机构的支持是与指导本科生研究有关的关键因素。所报告的支持对URM教师的影响要大于白人教师，这提供了机构政策作为促进URM教师参与指导本科生研究人员的高影响实践的机制的重要性的证据。