From “helping peers succeed” to “struggling to develop research questions”: factors that contribute to and detract from science identity in undergraduate learning assistants
Abstract Science identity impacts undergraduates’ persistence in their science courses and careers. Here, we investigated science identity in learning assistants, undergraduate peer educators who provide academic and social support in science courses. Understanding learning assistants’ science ident...
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| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Springer
2024-11-01
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| Series: | Discover Education |
| Subjects: | |
| Online Access: | https://doi.org/10.1007/s44217-024-00303-7 |
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