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.
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This content will become publicly available on May 1, 2025
Lighting pathways to success in STEM: a virtual Laboratory Meeting Programme (LaMP) mutually benefits mentees and host laboratories
Developing robust professional networks can help shape the trajectories of early career scientists. Yet, historical inequities in science, technology, engineering, and mathematics (STEM) fields make access to these networks highly variable across academic programmes, and senior academics often have little time for mentoring. Here, we illustrate the success of a virtual Laboratory Meeting Programme (LaMP). In this programme, we matched students (mentees) with a more experienced scientist (mentors) from a research group. The mentees then attended the mentors’ laboratory meetings during the academic year with two laboratory meetings specifically dedicated to the mentee’s professional development. Survey results indicate that mentees expanded their knowledge of the hidden curriculum as well as their professional network, while only requiring a few extra hours of their mentor’s time over eight months. In addition, host laboratories benefitted from mentees sharing new perspectives and knowledge in laboratory meetings. Diversity of the mentees was significantly higher than the mentors, suggesting that the programme increased the participation of traditionally under-represented groups. Finally, we found that providing a stipend was very important to many mentees. We conclude that virtual LaMPs can be an inclusive and cost-effective way to foster trainee development and increase diversity within STEM fields with little additional time commitment.
more » « less- Award ID(s):
- 1764316
- PAR ID:
- 10510286
- Publisher / Repository:
- Proceedings of the Royal Society B: Biological Sciences
- Date Published:
- Journal Name:
- Proceedings of the Royal Society B: Biological Sciences
- Volume:
- 291
- Issue:
- 2023
- ISSN:
- 1471-2954
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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