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1. Supporting Historically Underrepresented Groups in STEM Higher Education: The Promise of Structured Mentoring Networks

   https://doi.org/10.3389/feduc.2022.674669  

   Markle, Robert S.; Williams, Tyrslai M.; Williams, Kristen S.; deGravelles, Karin H.; Bagayoko, Diola; Warner, Isiah M. (May 2022, Frontiers in Education)

   Although institutions of higher education have placed a large emphasis on increasing the number of underrepresented minority (URM) students matriculating in higher education, the disparities in STEM retention and graduation rates between URM and non-URM students emphasize the dire need for increased support to help URM students navigate challenges including stereotype threat, impostor phenomenon, and lack of social connectedness that disproportionately affect URM students in majority-dominated fields. Prior research has demonstrated that structured mentoring has the potential to generate substantial improvements in academic, social, and career outcomes for URM STEM students. In particular, network-based mentoring approaches that allow for students to receive both professional and peer mentoring, as well as the opportunity to mentor other students, have demonstrated success in this realm. In this article, we discuss how the current state of academia often fails URM STEM students and faculty, review literature regarding the ways in which structured mentoring approaches can alleviate barriers to success among URM groups in STEM fields, and offer recommendations regarding how academic institutions can successfully implement holistic student and faculty mentoring programs. 

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2. Examining STEM Learning Motivation Challenges in Undergraduate Students During the COVID-19 Pandemic

   Ofori-Boadu, Andrea N.; Bonku, Rabiatu; Ferguson, Alesia; Fash, Mercy; Richmond-Bryant, Jennifer. (August 2022, ASEE annual conference exposition)

   Miller, Eva (Ed.)

   The COVID-19 pandemic disrupted global educational systems with institutions transitioning to e-learning. Undergraduate STEM students complained about lowered motivation to learn and complete STEM course requirements. To better prepare for more effective STEM education delivery during high-risk conditions such as pandemics, it is important to understand the learning motivation challenges (LMCs) experienced by students. As part of a larger national research study investigating decision-making in undergraduate STEM students during COVID-19, the purpose of this research is to examine LMCs experienced by undergraduate STEM students. One hundred and ninety students from six U.S. institutions participated in Qualtrics-based surveys. Utilizing a five-point Likert scale, respondents ranked the extent to which they agreed to LMC statements. Using Qualtrics Data Analysis tools and MS Excel, data from 130 useable surveys was analyzed utilizing descriptive and inferential statistics. Results revealed that regardless of classification, GPA, age, or race, STEM students experienced LMCs. The top five LMCs were: (1) Assignment Overloads; (2) Lack of In-Person Peer Interactions; (3) Uncaring Professors; (4) Lack of In-Person Professor Interactions; and (5) Lack of In-Person Laboratory Experiences. Significant relationships existed between three characteristics (GPA, classification, and age) and few LMCs to include assignment overloads. Students tended to attribute lowered motivation to Institutional and Domestic challenges which were typically out of their control, rather than to Personal challenges which were typically within their control. Crosstab analysis suggested that Sophomores, Asians, as well as students with GPAs between 2.00 and 2.49 and aged 41 to 50 years may be the most vulnerable due to higher dependence on traditional in-person STEM educational environments. Early identification of the most vulnerable students should be quickly followed by interventions. Increased attention towards sophomores may reduce exacerbation of potential sophomore slump and middle-child syndrome. All STEM students require critical domestic, institutional, and personal resources. Institutions should strengthen students’ self-regulation skills and provide increased opportunities for remote peer interactions. Training of faculty and administrators is critical to build institutional capacity to motivate and educate STEM students with diverse characteristics in e-learning environments. Pass/fail policies should be carefully designed and implemented to minimize negative impacts on motivation. Employers should expand orientation and mentoring programs for entry-level employees, particularly for laboratory-based tasks. Research is needed to improve the delivery of STEM laboratory e-learning experiences. Findings inform future research, as well as best practices for improved institutional adaptability and resiliency. These will minimize disruptions to student functioning and performance, reduce attrition, and strengthen progression into the STEM workforce during high-risk conditions such as pandemics. With caution, findings may be extended to non-STEM and non-student populations. 

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3. Board 317: Institutional Practices to Close the Equity Gap

   https://doi.org/10.18260/1-2--46896  

   Cline, EC; Dillon, Heather; Sesko, Amanda; Nahmani, Marc; Kmail, Zaher; Dinglasan-Panlilio, Joyce; Lee, Seung-Jin; Cilli-Turner, Emily; Björling, Elin (June 2024, ASEE Conferences)

   The S-STEM supported program “Achieving Change in our Communities for Equity and Student Success” (ACCESS) in STEM started at the University of Washington Tacoma in 2018 and has supported 108 students over 6 cohorts. University of Washington Tacoma has been designated an Asian American and Native American Pacific Islander-serving institution (AANAPISI) due to our high proportion of racial minority and first generation college students. The program is multidisciplinary across STEM majors including Mathematics, Environmental Science, Biomedical Sciences, Information Technology, Computer Science and Systems, Computer Engineering and Systems, Electrical Engineering, Mechanical Engineering, and Civil Engineering, with Computer Science, IT and Engineering representing 65% of ACCESS scholars to date. Program scholars receive full scholarships for their first two years, and partial scholarships for their third and fourth years. We provide a summer bridge precalculus or research experience course, and project-based Introduction to Engineering or Introduction to Research courses in students’ first year. Individual faculty mentoring, an on-campus STEM living learning community,and quarterly Success in STEM seminar courses help scholars form a cohesive community through group mentoring, to promote a sense of belonging, identity, and empowerment in the STEM community. Our S-STEM program is distinctive in focusing on pre-STEM majors in their first and second years on campus to facilitate the entry into STEM majors, and we provide mentor training for ~30-40 faculty in teaching and mentoring diverse student populations, thus impacting all students in our majors. Our goal was to evaluate how retention and academic success of our program scholars was impacted by the program, and whether this program helps to close equity gaps for students who identify as low socioeconomic status, underrepresented minorities, women or non-binary, or first generation in college . We also evaluated the impact of the program for students before, during, and after the Covid-19 pandemic. We compared our program scholars to a comparison group of students who met eligibility requirements but did not participate in the program. Overall, program scholars had higher first and second year retention, and significantly higher GPAs, particularly for individuals belonging to groups that are historically underrepresented in STEM. Retention was markedly higher for program scholars during the pandemic, suggesting that the program may have been particularly impactful for students as they endured the emotional and financial stresses of the pandemic. 

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4. Mentoring Approaches that Support Minoritized STEM Undergraduates: A Pilot Study (EBR)

   Bork, S.J.; Clarke, N.; Mondisa, J.-L. (January 2022, Proceedings of the Annual American Society of Engineering Education (ASEE) Conference)

   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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5. Challenges in STEM PhD Programs: Biased Mentoring

   https://doi.org/10.1109/FIE44824.2020.9274209  

   Howell, Cathy D.; Merriweather, Lisa R.; Sanczyk, Anna; Douglas, Niesha (October 2020, 2020 IEEE Frontiers in Education Conference (FIE))

   null (Ed.)

   Work in Progress - Research Category The purpose of this work in progress paper is to understand the influence of mentoring on the science, technology, engineering, and math (STEM) doctoral student experience. This qualitative case study sought to better understand mentoring relationships between faculty doctoral mentors and STEM doctoral students. This research emphasizes the role of mentoring as part of an intervening strategy for doctoral retention and suggests culturally responsive mentoring as a means to improve the experiences of PhD under-represented minority (URM) students. This study addresses a gap in the literature related to culturally responsive mentoring and the STEM disciplines. The findings were developed from four qualitative research focus group interviews. Focus group interviews were audio recorded, transcribed, and coded by the research team. Data were analyzed using the constant comparative method, an iterative process to extrapolate key words and identify significant patterns [1]. This study uses critical inquiry as a theoretical framework. Our findings revealed that mentoring takes place within a complex environment framed by systems of inequity grounded in race and gender. Three themes were constructed from the data: mentoring as a biased environment, lack of responsiveness to student needs, and relational tensions. This paper briefly examines one theme: mentoring as a biased environment. The data highlight how biased standpoints result in a shift in the learning experience. Bias may be based on race, gender, or age, and may be implicit or explicit. Within this environment doctoral students are challenged to navigate spaces such as classrooms and laboratories that can be wrought with difficulties springing from gender and race.This paper is relevant to mentoring and STEM as it acknowledges that mentoring is a heavily nuanced practice with important cultural implications relative to PhD STEM students and faculty. 

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