RT Journal Article SR Electronic T1 Empowering future scientists: Mentors employ various strategies to engage students in professional science disciplinary literacy practices JF bioRxiv FD Cold Spring Harbor Laboratory SP 2024.03.15.585231 DO 10.1101/2024.03.15.585231 A1 Minocha, Trisha A1 Bhagatwala, Tanya A1 Mirzoyan, Gwendolyn A1 McDowell, Gary S A1 Fankhauser, Sarah C YR 2024 UL http://biorxiv.org/content/early/2024/09/25/2024.03.15.585231.abstract AB Peer-review and publication are important parts of the scientific enterprise, and research has shown that engaging students in such scholarly practices helps build their sense of belonging and scientific identity. Yet, these disciplinary literacy skills and professional practices are often part of the hidden curriculum of science research, thus excluding students and others from fully understanding ways in which scientific knowledge is constructed, refined, and disseminated even though students are participating in such activities. Secondary students are increasingly involved in scientific research projects that include authentic disciplinary literacy components such as research proposals, posters, videos, and scientific research papers. More and more, students are also engaging in professional practice of publishing their scientific research papers through dedicated secondary science journals. How teachers and other mentors support the development of professional disciplinary literacies in students is critical to understand as part of supporting more student participation in research. To this end, we used a mixed- methods study of interviews and surveys to examine the experience and conceptions of the mentors (teachers and professional scientists) who guided pre-college students through the writing and publication of their scientific research projects. Analyzing our data from a lens of cognitive apprenticeship, we find that mentors encourage independence by primarily employing the method of “exploration”. We also find that mentors have divergent views on the value of publication within science, versus for student scientists specifically. Our findings suggest that mentors could work to explicitly reveal their own thinking within science writing to provide more sequenced support for student scientists.Competing Interest StatementCompeting interests: S.C.F. is a board member of the Journal of Emerging Investigators (JEI). She receives no financial gain from her involvement. G.S.M. is a consultant carrying out education research for clients.