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

   Douglas, NC ; Howell, C ; Merriweather, LR ; Sanczyk, A. ( 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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2. 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. 

   more » « less
3. Mentoring is not created equal: Doctoral STEM faculty perceptions of mentoring and implications for underrepresented STEM learners.

   Douglas, N ; Howell, C ; Sanczyk, A ; Merriweather, L. ( 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. 

   more » « less
4. Mentoring is not created equal: Doctoral STEM faculty perceptions of mentoring and implications for underrepresented STEM learners.

   https://doi.org/10.18260/1-2--36056  

   Douglas, NC ; Howell, C ; Merriweather, LR ; Sanczyk, A ( March 2021 , CoNECD - Collaborative Network for Computing and Engineering Diversity)
5. Engagement in Practice: STEM Engagement through Mentoring

   https://doi.org/10.18260/1-2--30391  

   Manuel, Mariam ; Greer, Ricky ; Henderson, Jerrod ; Snodgrass Rangel, Virginia ( June 2018 , 2018 ASEE Annual Conference & Exposition)

   Less than 30% of students enrolled in the U.S. are proficient in science or mathematics. The landscape becomes more troubling among students who traditionally are underrepresented in STEM. For instance, in 2015, fourth grade Black students scored on average 24 points lower than their White counterparts, and 35 points lower than their Asian American counterparts. When data are disaggregated further by sex, underrepresented males, Black males in particular, underperform Black girls on fourth grade mathematics assessment. Additionally, underrepresented males who graduate from high school complete fewer math and science courses compared to their White and Asian peers, and are less likely to take ‘gatekeeper’ courses such as Pre-Calculus and Calculus. As a way to help counteract the underrepresentation of underrepresented males in STEM, St. Elmo Brady STEM Academy (SEBA), an afterschool and Saturday program was developed to expose underrepresented fourth and fifth grade boys to unique, hands-on STEM experiences. What distinguishes SEBA from other afterschool STEM programs is the inclusion of the students’ fathers and underrepresented undergraduate student mentors. SEBA seeks to systematically expose students to STEM disciplines, STEM professionals, and STEM students with a strong focus on engineering and science competency and motivation. Informed by an Integrated STEM Framework, the project team seeks to investigate 1) In what ways do the fathers/mentors motivate students to become aware of and interested in STEM careers? 2) To what extent does involvement in SEBA shape the students’ and mentors’ STEM identity? Preliminary data suggest a correlation between the number of mentor contact hours and student STEM identity and a positive value added as a result of father interaction. The success of this program hinges on its ability to bridge the gap between universities and the community. There are plans in place to grow the program by expanding to additional schools. 

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