After the dust has settled: Youth reflect on their high school mentored research experience

Abstract

This article investigates the perceived value of a year‐long Independent Study/Mentorship course to the 90 gifted high school students who responded to a survey questionnaire. Course components and analysis of the retrospective reflections of these youth on contributions mentoring made to the quality of their school experience and their future career pursuit are provided. Emphasis in the classroom portion of the course was on research skills, product development, and a professional level public presentation of the extensive research undertaken under the mentor's tutelage. Optional written comments indicate students perceived long‐term benefits through career exploration, growth of work skills, college preparation, “real life” learning, improved self‐esteem, and unique guidance from career mentor and gifted‐teacher as mentor.