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Using anti-Black racism and critical capital theory, this paper highlights findings of a meta-analysis based on research products developed from a qualitative multiple embedded case study of STEM doctoral mentoring and argues for the development of culturally liberative doctoral mentorship. 

International faculty have a strong presence in STEM university educational programming. They represent the second largest demographic, after White faculty, among STEM faculty in US universities, the majority of which are from Asian countries such as China, South Korea, and India, surpassing by large margins racially minoritized domestic faculty including Black Americans, Latine, Native Americans, Native Pacific Islanders, and Native Alaskans (NSF, 2022). These demographics mirror that of STEM doctoral students with White students occupying the largest share, followed by Asian students (international and domestic). Because of this, the National Science Foundation determined that Black Americans, Latine, Native Americans, Native Pacific Islanders, and Native Alaskans were underrepresented in STEM education and occupations. It should come as no surprise that the majority of these racially minoritized students engage in cross-cultural mentoring. While much attention has been devoted to cross-cultural mentoring with White faculty, less has been paid to cross-cultural mentoring with international faculty. International faculty, especially Asian, often occupy a peculiar space as they are often viewed through the model minority lens while also being cast as sufficiently different based on white hegemonic norms (Author, 2021). They are subjected to acceptance for their presumed STEM gifts and talents on one hand, while on the other hand being subjected to marginalization emanating from their home language, accents, and culture (Herget, 2016). International faculty may face isolation and bias in ways similar to their racially minoritized students. Literature is relatively silent on international faculty's doctoral mentoring perceptions and if shared experiences of marginalization are leveraged to enhance the quality of cross-cultural doctoral mentorships between international faculty and Black and Brown students and This paper explores the perceptions of mentoring of international STEM doctoral faculty at three US universities in the southeast. Data were extracted from a larger multiple embedded qualitative case study (Yin, 2018) utilizing interviews with 18 international faculty from three US institutions in the southeast and a survey. Constant comparative inductive analysis was employed to develop findings. The findings suggest that international faculty often share cultural attitudes not much different than their White faculty counterparts, attitudes that reflect anti-Black racism (Gordon, 1995; Dumas & ross, 2016). The findings also reveal an assumption of science neutrality, lacking criticality in understanding science from broader epistemological foundations. Finally, the findings indicate that pragmatic concerns are prioritized over sociocultural and sociopolitical ones that may impact US racially minoritized doctoral students, resulting in international faculty failing to appreciate how their experiences of marginalization can result in empathic connections to their marginalized students. The implications implore STEM education to reimagine STEM doctoral education and mentoring as "holistic and embedded in and accountable to cultural imperatives" (Author, 2022). International faculty should become more aware of ways in which implicit bias fueled by anti-Black racism negatively impacts their Black and Brown doctoral mentees. STEM faculty development education should consider ways to assist international faculty with better connecting with racially minoritized and marginalized students to improve the cross-cultural doctoral mentoring experience. 

This full paper interrogates the perceptions of mentoring of international STEM doctoral faculty at US universities. International faculty comprise the second largest STEM faculty population in the US, yet little is known about their perceptions surrounding mentoring. Literature informs on the importance of cross-cultural mentoring which is impacted by various factors especially sociocultural and sociopolitical concerns. As a result of the miniscule number of Black and Brown STEM faculty at US institutions, most US underrepresented racially minoritized students have doctoral faculty mentors who are either White or international. These students are negatively impacted when these cross-cultural mentorships fail to be culturally liberative. A qualitative case study using interviewing as method was employed to better understand the perspectives of international faculty teaching in US STEM doctoral programs. Using inductive constant comparative analysis, the study identified three patterns relative to STEM doctoral mentoring by international faculty: focus on pragmatics, science culture as race and culture neutral, and limited ability to empathize with the marginalization of "the other" in spite of marginalization as international faculty. Three implications were developed based on the findings. STEM doctoral education should reimagine mentoring as holistic, embedded in and accountable to cultural understanding, international faculty should draw on their own experiences of marginalization to connect with and better respond to the needs of racially minoritized US STEM doctoral students and international faculty should engage in anti-racism and anti-Black racism training to become aware of ways in which implicit bias and lack of cultural knowledge infiltrates mentoring practice.