What is a Role Model? Five Qualities that Matter to Youth | Roots of Action
individuals engage with learning opportunities within their environment over time. relationship with the role model facilitates leadership development between. Having at least one significant relationship with a positive role model can make a significant difference in the life of any student, but this is especially true for the. neither concerned with vicarious learning by role aspirants nor In relation to outcomes, the definitions of role models as be-. havioral models.
Students admired people who served on local boards, reached out to neighbors in need, voted, and were active members of community organizations. A Role Model Shows Selflessness and Acceptance of Others Related to the idea that role models show a commitment to their communities, students also admired people for their selflessness and acceptance of others who were different from them.
He was never afraid to get his hands dirty. His lifestyle was a type of service. My father taught me to serve. Not surprisingly, they admire people who show them that success is possible. One student shared a story of a young man she met in Cambodian while on a service-learning project with her school. He survived the Cambodian genocide.
He earned his education in a system where those who succeed are the ones who bribe officials. He has dedicated his life to give back to his community. What an individual; and the best civic role model!
Teachers Are Role Models
Positive role models are also linked to self-efficacy, the ability to believe in ourselves. In fact, the young people in my study admitted that had they not learned to believe in themselves, they would not have been capable of believing they could make a difference in the world! Children develop as the result of many experiences and relationships. Role models play an important role in inspiring kids to learn, overcome obstacles, and understand that positive values can be lived each day.
New Research on Youth Role Models As a followup to this article, you may also be interested in reading how role models influence youth strategies for success. New research shows that young people choose role models based on the mindsets they develop toward accomplishing their goals! Based on their mindsets, they will choose either positive or negative role models.
Annual Review of Psychology, 52, American Educational Research Journal. Civic learning at the edge: Transformative stories of highly engaged youth. Political participation, civic life, and the changing American citizen. This article was originally published July 13, It was updated and republished Dec. For many faculty, mentoring is not their primary responsibility; in fact, time spent with students can be time taken from their own research.
Students are obliged to recognize the multiple demands on a mentor's time. At the same time, effective mentoring need not always require large amounts of time. An experienced, perceptive mentor can provide great help in just a few minutes by mak- Page 5 Share Cite Suggested Citation: This section seeks to describe the mentoring relationship by listing several aspects of good mentoring practice.
A good mentor is a good listener. Hear exactly what the student is trying to tell you-without first interpreting or judging. Pay attention to the "subtext" and undertones of the student's words, including tone, attitude, and body language.
Teachers Are Role Models
When you think you have understood a point, it might be helpful to repeat it to the student and ask whether you have understood correctly. Through careful listening, you convey your empathy for the student and your understanding of a student's challenges.
When a student feels this empathy, the way is open for clear communication and more-effective mentoring. The amount of attention that a mentor gives will vary widely. A student who is doing well might require only "check-ins" or brief meetings.
Another student might have continuing difficulties and require several formal meetings a week; one or two students might occupy most of an adviser's mentoring time. Try through regular contact-daily, if possible-to keep all your students on the "radar screen" to anticipate problems before they become serious. Don't assume that the only students who need help are those who ask for it. Even a student who is doing well could need an occasional, serious conversation.
One way to increase your awareness of important student issues and develop rapport is to work with student organizations and initiatives. This will also increase your accessibility to students.
No mentor can know everything a given student might need to learn in order to succeed. Everyone benefits from multiple mentors of diverse talents, ages, and personalities. No one benefits when a mentor is too "possessive" of a student. Page 6 Share Cite Suggested Citation: For example, if you are a faculty member advising a physics student who would like to work in the private sector, you might encourage him or her to find mentors in industry as well.
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A non-Hispanic faculty member advising a Hispanic student might form an advising team that includes a Hispanic faculty member in a related discipline. Other appropriate mentors could include other students, more-advanced postdoctoral associates, and other faculty in the same or other fields.
A good place to find additional mentors is in the disciplinary societies, where students can meet scientists, engineers, and students from their own or other institutions at different stages of development. Page 7 Share Cite Suggested Citation: For example, a group of mentors might be able to hire an outside speaker or consultant whom you could not afford on your own. You can be a powerful ally for students by helping them build their network of contacts and potential mentors.
Advise them to begin with you, other faculty acquaintances, and off-campus people met through jobs, internships, or chapter meetings of professional societies. Building a professional network is a lifelong process that can be crucial in finding a satisfying position and career. Professional Ethics Be alert for ways to illustrate ethical issues and choices. The earlier that students are exposed to the notion of scientific integrity, the better prepared they will be to deal with ethical questions that arise in their own work.
Discuss your policies on grades, conflicts of interest, authorship credits, and who goes to meetings.
Use real-life questions to help the student understand what is meant by scientific misconduct: What would you do if I asked you to cut corners in your work? What would you do if you had a boss who was unethical?