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Abstract Despite an increase in programming to promote persons excluded by their ethnicity or race (PEER) scholars, minorities remain underrepresented in many STEM programs. The academic pipeline is largely leaky for underrepresented minority (URM) scholars due to a lack of effective mentorship. Many URM students experience microaggressions and discrimination from their mentors due to a lack of quality mentorship training. In this workshop, we provide a framework to show trainees what effective mentoring looks like. Mentees, especially URM trainees, can flourish in effective mentoring environments where they feel welcomed and can comfortably develop new ideas without feeling threatened by external factors. Effective mentoring environments provide motivational support, empathy, cultural competency, and training. This workshop explains facets of effective mentoring to students, as well as highlights to URM trainees why mentors can serve as valuable resources.
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Enhancing STEM Doctoral Mentorships Through Prose: Lessons Learned From Mentors
The leaky pipeline is a frequently used metaphor to highlight the issues prevalent in STEM for racially minoritized students. Mentoring is recognized as part of the solution for fixing the leaky pipe; however, not all students receive effective mentoring. This paper highlights the need for culturally liberative mentoring and the role that writing can play in enhancing it.
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- Award ID(s):
- 1820582
- PAR ID:
- 10623720
- Publisher / Repository:
- IGI Global
- Date Published:
- Page Range / eLocation ID:
- 194 to 214
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Book Chapter:
- https://doi.org/10.4018/978-1-6684-9024-2.ch012
