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Table 1 Summary of relevant codes and corresponding themes

From: “Looking at Myself in the Future”: how mentoring shapes scientific identity for STEM students from underrepresented groups

Code Definition High-level theme
Research/lab experience Students discuss working in a lab or conducting research (job responsibilities, independent work, experiences presenting or publishing their research). (1a) Unique role of research mentorship; (2) influence of mentoring on scientific identity
Relationships with faculty/staff Students discuss relationships and interactions with UNC faculty and staff (mentoring, what mentoring means, role models, support received from faculty/staff). (1) Characterizing successful mentoring relationships
Part-time jobs/internships Students discuss employment and internships: paid/unpaid, summer/academic year, reasons for working (e.g., career development, money), time spent at work/internship, influence on academic and/or CSS experiences. (2) Influence of mentoring on scientific identity
Relationships with program staff Students discuss interactions with CSS staff, who it is, what their interactions include, such as in advising roles. (1) Characterizing successful mentoring relationships
Professional development Student discusses opportunities that CSS provides them for furthering their career (providing resources to travel, mentorship, paying for test fees). (1) Characterizing successful mentoring relationships; (2) influence of mentoring on scientific identity
Post-graduation motivations and support Students discuss their motivations to pursue something post-graduation, instrumental/emotional support they receive toward that goal, and overall preparedness for post-grad life/career. (1) Characterizing successful mentoring relationships
Diversity Students discuss diversity in STEM, mentorship, CSS, and at UNC more broadly. (1) Characterizing successful mentoring relationships
Scientific identity Students discuss why they identify/do not identify/are hesitant about identifying as scientists. (2) Influence of mentoring on scientific identity
Formative experiences Students discuss the personal experiences that shape their identity/absence of their identity as scientists. (1a) Unique role of research mentorship
Perceived qualifications Students discuss their perceptions and understandings of what it means to be a scientist, including educational requirements, research experience, and professional engagement. (2) Influence of mentoring on scientific identity