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This study examines instances of negative mentoring among undergraduate researchers within STEM education, and specifically, the common yet subtle issue of inadequate mentoring characterized by a faculty mentor's failure to provide their mentee with adequate research, educational, career‐related, or emotional support. Using data from the Mentor‐Relate survey of 514 participants in the National Science Foundation Research Experiences for Undergraduates program, we identify prevalent patterns of inadequate mentoring and examine protective factors against it. Results indicate that inadequate research support is the least prevalent form, while inadequate educational and career guidance is more common, and inadequate emotional support is the most prevalent. Enhanced faculty mentoring skills emerge as a protective factor, with culturally responsive mentoring and gender concordance also playing significant protective roles. Less hierarchical mentoring structures, such as multiple faculty mentors, offer better emotional support. These findings underscore the importance of comprehensive mentor training and culturally sensitive practices to mitigate inadequate mentoring in undergraduate research experiences. By promoting inclusive and supportive mentoring environments, institutions can maximize the transformative potential of undergraduate research experiences for all participants.
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When perceived similarity overrides demographic similarity: examining influences on STEM students’ developmental mentor networks
Abstract BackgroundWhile dyadic faculty–mentored relationship research currently saturates the mentoring literature, recent developments suggest the need for a broader consideration of a student's mentor network. Research taking a network approach may provide deeper insights into the formation and benefits of mentorship for undergraduate students in science, technology, engineering, and mathematics (STEM) disciplines. Utilizing Developmental Mentor Network Theory and ego-centric social network analysis, this pre-registered study evaluates how the characteristics of mentees and mentors relate to both the content of support and structure of mentor networks in a large sample of White and Hispanic/Latino(a) STEM undergraduates across 12 universities. ResultsResults were nuanced but showed that perceived psychological similarity with their mentor(s) predicted both dyadic and network average levels of mentor support (i.e., psychosocial, career, role modeling) and relational satisfaction. Furthermore, results point to homophily and engagement in undergraduate research effects on mentor network structures. ConclusionsThese findings highlight the importance of using a network approach to deepen our understanding of the factors (e.g., psychological similarity) that may influence the formation and maintenance of robust and diverse supportive mentoring networks.
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- Award ID(s):
- 2334638
- PAR ID:
- 10498968
- Publisher / Repository:
- Springer Science + Business Media
- Date Published:
- Journal Name:
- International Journal of STEM Education
- Volume:
- 11
- Issue:
- 1
- ISSN:
- 2196-7822
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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