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This work presents the research methods and preliminary results from a pilot study that assesses mentoring approaches used to support racially minoritized students in science, technology, engineering, and mathematics (STEM) fields. There is a national imperative to broaden participation of racially minoritized undergraduates in STEM fields as evidenced by reports and the recent calls for social justice and equity in these fields. In STEM, mentoring has been recognized as a mechanism that can help to support racially minoritized student populations (e.g., persons who identify as Black, Hispanic/Latinx, and American Indian/Alaskan Native). Yet for mentors in higher education, minimal examples exist that detail effective mentoring approaches, strategies, and competencies that support the persistence and success of minoritized mentees in STEM. In better understanding mentoring approaches, we can make visible how to better mentor these populations and help to employ more equitable mentoring participation. The research question guiding this study is: What approaches are used by mentors who help racially minoritized undergraduate mentees persist in STEM fields? Mentoring literature and two theoretical frameworks were leveraged to situate these mentoring experiences. Intersectionality theory is used to explore the role of compounding minoritized identities within the power contexts (i.e., structural, hegemonic, disciplinary, and interpersonal) of higher education. Community cultural wealth is also used as a lens to examine six forms of capital (i.e., family, social, navigational, aspirational, resistant, and linguistic) that may be used in mentoring practices with minoritized students. This paper will present the methods and findings from the pilot study, centering on the development of the team’s interview protocol. This work will provide insights about the piloting process of a larger study as well as initial emergent themes about the approaches and experiences of mentors who mentor minoritized undergraduate students in STEM.
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Broadening the ecological mindset
Abstract Over the past three decades, the Harvard Forest Summer Research Program in Ecology (HF‐SRPE) has been at the forefront of expanding the ecological tent for minoritized or otherwise marginalized students. By broadening the definition of ecology to include fields such as data science, software engineering, and remote sensing, we attract a broader range of students, including those who may not prioritize field experiences or who may feel unsafe working in rural or urban field sites. We also work towards a more resilient society in which minoritized or marginalized students can work safely, in part by building teams of students and mentors. Teams collaborate on projects that require a diversity of approaches and create opportunities for students and mentors alike to support one another and share leadership. Finally, HF‐SRPE promotes an expanded view of what it means to become an ecologist. We value and support diverse career paths for ecologists to work in all parts of society, to diversify the face of ecology, and to bring different perspectives together to ensure innovations in environmental problem solving for our planet.
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- Award ID(s):
- 1950364
- PAR ID:
- 10362632
- Publisher / Repository:
- Wiley Blackwell (John Wiley & Sons)
- Date Published:
- Journal Name:
- Ecological Applications
- Volume:
- 31
- Issue:
- 6
- ISSN:
- 1051-0761
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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Despite various efforts to broaden participation, racially marginalized students (i.e., Black, Hispanic/Latinx, and American Indian/Alaskan Native identifying people) continue to be underrepresented in Science, Technology, Engineering, and Math (STEM) fields and careers. Mentoring is recognized as a mechanism that has been shown to support the persistence and success of racially marginalized students in STEM through providing relevant resources, psychosocial support, and fostering identity development. This quantitative work aims to understand the mentoring competencies of mentors who support racially marginalized students in STEM. To promote effective mentoring, it is essential to understand the mentoring competencies of mentors from the perspective of both mentors and mentees. Understanding how mentees perceive various mentoring competencies can help mentors understand deficiencies in their skills to improve their mentoring practices. Using survey data collected from mentors and racially marginalized mentees, we assessed the mentoring competencies of mentors from the perspective of both mentors and mentees. The survey data includes demographic and academic information about mentors and mentees. In addition, using a pre-validated survey instrument, mentors and mentees rated the mentoring competencies of the mentors on a Likert scale across five constructs of mentoring. The five mentoring constructs include maintaining effective communication, aligning expectations, assessing understanding, fostering independence, and promoting professional development. Each construct consists of multiple items for a total of 26 survey items. We compared the mentors’ self-rated competencies with the ratings provided by the mentees to identify differences across demographics. Preliminary findings identify differences in the mentoring competencies of mentors from the perspective of both mentors and mentees. Recommendations for research and practice are also presented.more » « less
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