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Title: Mentoring is not created equal: Doctoral STEM faculty perceptions of mentoring and implications for underrepresented STEM learners.
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.  more » « less
Award ID(s):
1820536
NSF-PAR ID:
10218656
Author(s) / Creator(s):
; ; ;
Date Published:
Journal Name:
CoNECD - Collaborative Network for Computing and Engineering Diversity - Conference
Page Range / eLocation ID:
Paper ID #28396
Format(s):
Medium: X
Sponsoring Org:
National Science Foundation
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