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1. 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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2. 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. 

   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. 

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4. Speaking up for the invisible minority: First‐generation students in higher education

   https://doi.org/10.1002/jcp.31158  

   Kamalumpundi, Vijayvardhan; Silvers, Sophielle; Franklin, Latisha; Neikirk, Kit; Spencer, Elsie; Beasley, Heather K.; Wanajalla, Celestine N.; Vue, Zer; Crabtree, Amber; Kirabo, Annet; et al (January 2024, Journal of Cellular Physiology)

   Abstract A first‐generation college student is typically defined as a student whose biological parent(s) or guardian(s) never attended college or who started but did not finish college. However, “first‐generation” can represent diverse family education situations. The first‐generation student community is a multifaceted, and intersectional group of individuals who frequently lack educational/financial resources to succeed and, consequently, require supportive environments with rigorous mentorship. However, first‐generation students often do not make their identity as first‐generation students known to others due to several psychosocial and academic factors. Therefore, they are often “invisible minorities” in higher education. In this paper, we describe the diverse family situations of first‐generation students, further define “first‐generation,” and suggest five actions that first‐generation trainees at the undergraduate/graduate stages can engage in to succeed in an academic climate. We also provide suggestions for mentors to accommodate first‐generation students' unique experiences and equip them with tools to deliver intentional mentoring practices. We hope that this paper will help promote first‐generation student success throughout the academic pipeline. 

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5. The role of mentoring in promoting diversity equity and inclusion in STEM Education and Research

   https://doi.org/10.1093/femspd/ftac019  

   Marshall, Andrea G.; Vue, Zer; Palavicino-Maggio, Caroline B.; Neikirk, Kit; Beasley, Heather K.; Garza-Lopez, Edgar; Murray, Sandra A.; Martinez, Denise; Crabtree, Amber; Conley, Zachary C.; et al (June 2022, Pathogens and Disease)

   Abstract The success of mentoring derives from active and respectful listening and the willingness to learn and accept opportunities for personal growth. This shapes every trainee and their destined path in science, technology, engineering, and mathematics (STEM). The act of cultivating rapport, asking, and pondering meaningful questions, and receiving constructive feedback are critical to support a productive mentoring relationship. Successful mentoring in STEM can be established and allow mentees, especially underrepresented minorities (URMs), to flourish in an environment where they feel welcomed and supported. However, mentees from underrepresented groups often experience inadequate mentoring due to a mentor's lack of awareness, poor trainings themselves, or lack of understanding of the mentee’s hardships. It is important for mentors and mentees to work together to promote diversity, equity, and inclusion (DEI) in STEM education through creativity, authenticity, and networking. We analyzed data obtained from students who attended a recent workshop that are interested in going to graduate school. Our results show that despite low initial expectations for the workshop, many students were satisfied in the knowledge they gleaned. The future and role of diversity in STEM within these underrepresented groups lies in community support and an important role that they can play in the lives of others through DEI initiatives and throughout their careers all of which involves positive mentoring. 

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