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1. “Getting into academia can be tough”: The mentoring needs of Black and Latinx engineering postdoctoral scholars.

   Mendez, S. L.; Cooksey, S. E.; Watson, K.; Haynes, C.; McCoy, T.; Phillips, C.; Higgs, F.; Hicks, I.; & Arnett, N. (September 2023, Journal of STEM Education: Innovations and Research)

   This phenomenological study explores the mentoring needs of 13 Black and Latinx engineering postdoctoral scholars who aspire to the professoriate. An adaptation of the ideal mentoring model (Zambrana et al., 2015) is employed as the conceptual framework. Moustakas’ (1994) four-stage process of phenomenological data analysis was utilized to examine the interview data: epoché, horizontalization, imaginative variation, and synthesis. The phenomenon’s essence is: Black and Latinx engineering postdoctoral scholars have primary and secondary mentoring needs pertaining to their immediate career acquisition of a tenure-track faculty position. Primary mentoring needs include expanding their professional network and receiving support in being a competitive faculty applicant, as well as coaching on work-life balance. Secondary needs consist of enhancing and promoting their technical skills and acquiring political guidance on racial/ethnic bias in academia. The findings of this study reveal the importance of higher education institutions and postdoctoral advisors assuming greater responsibility for ensuring postdoctoral scholars receive the mentorship and career support they desire, which may require a systematic change in the postdoctoral training environment. 

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2. Exploring the mentoring needs of engineering postdoctoral scholars of color: Is systematic change required in the postdoctoral training environment?

   Mendez, S. L. (January 2021, 2021 ASEE Annual Conference)

   This phenomenological study (Moustakas, 1994) explores the mentoring needs of 11 engineering postdoctoral scholars of color with an adaptation of the ideal mentoring model (Zambrana et al., 2015) used as the conceptual framework. A critical theory lens (Morrow & Brown, 1994) is applied to Moustakas’ (1994) four-stage process of phenomenological data analysis to examine the interview data: epoché, horizontalization, imaginative variation, and synthesis. The essence of the phenomenon is engineering postdoctoral scholars of color have primary and secondary mentoring needs pertaining to their immediate career acquisition of a tenure-track faculty position. Primary mentoring needs include expanding professional networks for the tenure-track faculty job search and receiving guidance on work-life balance and enhancing technical skills. Secondary needs consist of refining research directions and research expertise promotion, as well as acquiring political guidance on matters of race/ethnicity in academia. These findings reveal the importance of higher education institutions and postdoctoral supervisors assuming greater responsibility for ensuring postdoctoral scholars receive the mentorship and career support they desire, which may require a systematic change in the postdoctoral training environment. 

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3. Exploring the mentoring needs of engineering postdoctoral scholars of color: Is systematic change required in the postdoctoral training environment?

   11. Mendez, S. L. (January 2021, 2021 American Society for Engineering Education Annual Conference & Exposition)

   This phenomenological study (Moustakas, 1994) explores the mentoring needs of 11 engineering postdoctoral scholars of color with an adaptation of the ideal mentoring model (Zambrana et al., 2015) used as the conceptual framework. A critical theory lens (Morrow & Brown, 1994) is applied to Moustakas’ (1994) four-stage process of phenomenological data analysis to examine the interview data: epoché, horizontalization, imaginative variation, and synthesis. The essence of the phenomenon is engineering postdoctoral scholars of color have primary and secondary mentoring needs pertaining to their immediate career acquisition of a tenure-track faculty position. Primary mentoring needs include expanding professional networks for the tenure-track faculty job search and receiving guidance on work-life balance and enhancing technical skills. Secondary needs consist of refining research directions and research expertise promotion, as well as acquiring political guidance on matters of race/ethnicity in academia. These findings reveal the importance of higher education institutions and postdoctoral supervisors assuming greater responsibility for ensuring postdoctoral scholars receive the mentorship and career support they desire, which may require a systematic change in the postdoctoral training environment. 

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4. The socialisation of engineering postdoctoral scholars

   https://doi.org/10.1080/0309877X.2021.1954605  

   Mendez, Sylvia L.; Cooksey, Sarah; Starkey, Kathryn; Conley, Valerie Martin (August 2021, Journal of Further and Higher Education)

   A descriptive phenomenological research design using a socialization theoretical framework is employed to describe the lived experience of socialization and its influence in the career pathways of 16 engineering postdoctoral scholars. Descriptive phenomenological data analysis strategies resulted in four constituents regarding effective postdoctoral socialization: (1) academic identity is nurtured, (2) disciplinary belonging is reinforced, (3) scholarly performance is strengthened, and (4) career development is essential for pursuing the professoriate. The essential structure was conceptualized as follows: Effective socialization of engineering postdoctoral scholars includes the enhancement of their academic identity, disciplinary belonging, and scholarly performance, as well as attention to the career development needs of those aspiring to be a professor. These findings shed light on the importance of the supervisor-supervisee relationship in the socialization process and the role of supervisors in shaping postdoctoral scholars’ career trajectories. 

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5. “I want to make an impact”: The science identity and career intentions of Black and Latinx postdoctoral scholars.

   Mendez, S L; Watson, K; Starkey, K E; Conley, V M (February 2024, Journal of women and minorities in science and engineering)

   This instrumental case study examines the science identity and career goals of 16 Black and Latinx science and engineering postdoctoral scholars. Interviews were conducted and grounded by the model of science identity to understand the ways in which science identity develops over time and the influence of race/ethnicity and gender on career goals. Through deductive data analysis techniques, four themes emerged: (1) science competency is built at an early age and solidified in high school; (2) science performance is actualized but questioned in college; (3) science recognition is fostered through professional development and success; and (4) racism and sexism shape the desire to make an impact through a STEM career. Understanding how Black and Latinx postdoctoral scholars’ science identity and STEM career goals are nurtured and thwarted within educational systems can be illuminating to those training the next generation of advanced STEM professionals. If the individuals next in line to enter the professoriate are deterred, greater consideration must be given to their experiences. 

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