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1. Experiences and Perceptions on Culturally Responsive STEM Doctoral Mentoring. Conference proceedings.

   Sanczyk, Anna C (January 2021, Conference proceedings)

   null (Ed.)

   Research has established that effective cross-cultural mentoring relationships impact minority student success in higher education and further career; however, a scarcity of studies focus on culturally responsive practices in mentoring relationships in STEM programs. This paper describes experiences and perceptions on culturally responsive mentoring of faculty in STEM programs, and thus, has a significant contribution to the existing body of literature on mentoring in STEM education. The theoretical framework for this research study was grounded in the ideas posited by sociocultural theory and culturally responsive pedagogy, and the research question that guided this study is as follows: How do STEM doctoral faculty mentors engage in culturally responsive mentoring? A case study research design was used to aid in providing in-depth insights into the dynamic nature of the culturally responsive mentoring journey. The findings reveal three themes that relate to mentoring journeys that mentor and underrepresented minority mentees experience: academic journey, intentional journey, and subliminal journey. This study offers several implications for mentoring and leadership in cross-cultural educational contexts. 

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2. Experiences and Perceptions on Culturally Responsive STEM Doctoral Mentoring

   Sanczyk, Anna; Douglas, Niesha C; Howell, Cathy D; Merriweather, Lisa R. (January 2020, Conference proceedings)

   Research has established that effective cross-cultural mentoring relationships impact minority student success in higher education and further career; however, a scarcity of studies focus on culturally responsive practices in mentoring relationships in STEM programs. This paper describes experiences and perceptions on culturally responsive mentoring of faculty in STEM programs, and thus, has a significant contribution to the existing body of literature on mentoring in STEM education. The theoretical framework for this research study was grounded in the ideas posited by sociocultural theory and culturally responsive pedagogy, and the research question that guided this study is as follows: How do STEM doctoral faculty mentors engage in culturally responsive mentoring? A case study research design was used to aid in providing in-depth insights into the dynamic nature of the culturally responsive mentoring journey. The findings reveal three themes that relate to mentoring journeys that mentor and underrepresented minority mentees experience: academic journey, intentional journey, and subliminal journey. This study offers several implications for mentoring and leadership in cross-cultural educational contexts. 

   more » « less
3. Experiences and Perceptions on Culturally Responsive STEM Doctoral Mentoring

   Sanczyk, Anna C (January 2020, Conference proceedings)

   Research has established that effective cross-cultural mentoring relationships impact minority student success in higher education and further career; however, a scarcity of studies focus on culturally responsive practices in mentoring relationships in STEM programs. This paper describes experiences and perceptions on culturally responsive mentoring of faculty in STEM programs, and thus, has a significant contribution to the existing body of literature on mentoring in STEM education. The theoretical framework for this research study was grounded in the ideas posited by sociocultural theory and culturally responsive pedagogy, and the research question that guided this study is as follows: How do STEM doctoral faculty mentors engage in culturally responsive mentoring? A case study research design was used to aid in providing in-depth insights into the dynamic nature of the culturally responsive mentoring journey. The findings reveal three themes that relate to mentoring journeys that mentor and underrepresented minority mentees experience: academic journey, intentional journey, and subliminal journey. This study offers several implications for mentoring and leadership in cross-cultural educational contexts. 

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4. STEM doctoral mentoring: a call for a conscious, culturally responsive journey

   https://doi.org/10.1108/IJMCE-07-2020-0034  

   Sanczyk, A; Merriweather, LR (June 2021, International journal of mentoring and coaching in education)

   Purpose The purpose of this research study was to explore U.S. STEM faculty’s perceptions of culturally responsive mentoring underrepresented doctoral students in STEM programs. The research question that guided this study was “How do STEM doctoral faculty mentors engage in culturally responsive mentoring? Design/methodology/approach A case study research design was used and included findings from an embedded case drawn from a larger ongoing study. Six STEM faculty participants provided in-depth insights into the dynamic nature of the culturally responsive mentoring journey through semi-structured interviews that were analyzed using thematic analysis. The theoretical framework for this research study was grounded in the ideas posited by culturally responsive pedagogy. Findings The findings revealed three themes related to the mentoring journeys experienced by the faculty fellows: an academic journey, an intentional journey, and a subliminal journey. Research limitations/implications The findings of this research provide significant contribution to the current literature on mentoring and point to the importance of continuous, structured research efforts to increase the quality of mentoring for URM students in doctoral STEM programs. Practical implications STEM faculty could benefit from participating in mentor training framed by culturally responsive pedagogy. Future research is needed to explore the mentor training needs of STEM faculty in other environments, including contexts outside the United States. Originality/value This study extends understanding of STEM faculty's knowledge, dispositions, and abilities of culturally responsive mentoring and emphasizes the need for ongoing professional development training in this area. 

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5. Mentoring is not created equal: Doctoral STEM faculty perceptions of mentoring and implications for underrepresented STEM learners.

   Douglas, NC and (January 2021, CoNECD - Collaborative Network for Computing and Engineering Diversity - Conference)

   null (Ed.)

   Underrepresented minority (URM) students have not been well represented within the ranks of doctoral degree holders or faculty in STEM disciplines despite the increased attention in recent years to this concern. URM students lag considerably behind White and Asian students in degree completion and faculty appointments. One intervention widely touted as effective in promoting positive outcomes is mentoring however URM students often lack access to mentoring and just as importantly mentors lack culturally responsive knowledge, skills and dispositions required to be effective mentors to URM students. A qualitative study was conducted to better understand how the knowledge, skills and dispositions of STEM faculty align with culturally responsive mentoring. Three themes were constructed from the data: role ambiguity, preparedness, and culture of doing. The study concluded that faculty need more and better training around cultural responsiveness to meet the needs of URM students. 

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