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  1. 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. 
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  2. 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. 
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  3. Doctoral advisors are key to ensuring positive outcomes, especially for underrepresented students in STEM fields. In this study, graduate faculty and doctoral students with three or more years in their programs in the AGEP-NC Alliance were surveyed about the advising practices they engaged in (faculty) or received (students). Faculty were also asked about their confidence advising graduate students generally as well as students who are different from themselves demographically and culturally. Students were also asked about their relationship with their advisors. Findings show that faculty are significantly more confident advising students generally than they are advising students who are different from themselves. On all common measures of advising practices, faculty report that they engage in those practices significantly more often than students report experiencing the advising practice from their advisor. Black, Hispanic, and Native American U.S. citizen students report receiving research guidance from their advisors significantly less than White and Asian U.S. citizens or international students. International students are offered teaching opportunities significantly more often than White and Asian students. There was a significant difference in whether students understood their advisor’s expectations and Black, Hispanic, and Native American students were significantly less likely than international students to report that their advisor respects their contributions. We find that there is a clear lack of alignment between faculty confidence and student perceptions of faculty advising. This gap is especially clear in key advising behaviors like research and presentation guidance. Given that the goal of the AGEP program is to prepare underrepresented U.S. citizen students for the professoriate, both the lack of research guidance and lack of opportunity to build teaching experience for these students is troubling. Change is thus required at both the departmental level to improve the climate for all students as well as at the individual faculty advisor level to ensure that all students are treated equitably with high quality advising. 
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  4. 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. 
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  5. ackground: Historically Black College and Universities (HBCUs) have for decades played a pivotal role in producing Black scientists. Research found that HBCUs, despite being under funded and resourced, were responsible for over 10% of Black scientists with doctorates. Even though most earn their doctorates at Historically White Institutions (HWIS), understanding the experience of Black STEM doctoral students at HBCUs is of paramount importance to impacting opportunity for success for underrepresented population groups. HBCUs are recognized for approaches to learning and learning environments that are more relational, encouraging peer to peer and student to faculty relationships, particularly in the form of same-race and same sex mentorships, resulting in less negative racialized gendered experiences and less competitive atmospheres. In spite of what appears to be accepted truths, such as HBCUs offering more culturally affirming experiences, some researchers suggests that little empirical research exists on the quality of support structures available for graduate students at HBCUS in STEM academic fields, particularly mentoring. Increased understanding would provide essential framing necessary for developing more effective mentors at HBCUs, especially given that there are limited numbers of Black faculty in STEM, even at HBCUs. Theoretical Framework: Anti-racism and critical capital theory are employed as theoretical frameworks. Both are well suited for questioning taken-for-granted assumptions about the lived experiences of racialized others and for deconstructing systemic issues influencing common faculty practices. These frameworks highlight the contextual experiences of STEM doctoral learning. Research Design: The researchers were interested in understanding how STEM doctoral faculty at HBCUs perceive their role as mentors. An NSF AGEP sponsored social science research project explored the dispositions, skills, and knowledge of eight STEM faculty at a HBCU. Attitudes towards culturally liberative mentoring were explored through a qualitative case study. The participating faculty were involved in an institutional change program and were interviewed for an average of 60 minutes. Constant comparative data analysis method was used. Additionally, STEM faculty from participating departments completed two mentoring competency and attitude inventories. This case was drawn from a larger multiple embedded case study. Research Findings: The research findings indicate that STEM doctoral faculty mentors at HBCUs express attitudes about mentoring that are not all that different from their PWIS counterparts. They have a tendency to hold deficit views of domestic Black students and have minimal awareness of how culture inhibits or facilitates a positive learning experience for Black students. Further the culture of science tended to blind them from the culture of people. Research Implications: In order to enhance the learning experiences of Black STEM doctoral students at HBCUs, the Black student experience at HBCUs must be deromanticized. Understanding the impact of anti-Black racism even within an environment historically and predominantly Black is imperative. Recognizing the ways in which anti-Black attitudes are insidiously present in faculty attitudes and practices and in environments perceived as friendly and supportive for Black students highlights opportunities for STEM faculty development that can move toward a more culturally liberative framework. 
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  6. Background: Even though Historically Black College and Universities (HBCUs) make up only 3% of higher education's institutions, they play a pivotal role in producing Black scientists by virtue of the fact that many received either their undergraduate or doctorate degree from a HBCU. HBCUs are credited with providing a more supportive and nurturing environment that thrives on communal mindsets and practices, emphasizing the importance of relationships, offering opportunities for Black students to "see themselves" as part of the academic and social milieu whereas Historically White Institutions (HWIS) are characterized as being hostile and discriminatory. Mentoring is said to be pivotal in the attainment of the PhD. Mentorships have an inherent gatekeeping mechanism, better positioning those who receive effective mentorships while disadvantaging those who do not. It has potential to harm and marginalize when not engaged with deliberate care and a culturally liberative mindset. Mentoring, when not under the thumb of colonizing mindsets, can contribute to more equitable experiences and outcomes for students who hail from AGEP population groups. Literature has indicated that Black students are less likely to have a mentor or be engaged in effective mentorships. The HBCU narrative of supportive environment is consistently told but has scant empirical validation for Black students pursuing STEM doctoral degrees. In fact, the lure of having faculty and peers who look like you is something of an enigma given that even at HBCUs there are limited numbers of Black faculty in STEM. How are same race, same gender mentorships attained when, not unlike their HWIS counterparts, HBCU STEM faculties have a large number of White and Asian men? If the environment is indeed different at HBCUs, is it different for Black STEM doctoral students? Is STEM doctoral mentoring at HBCUs emblematic of anti-Blackness or is it yet another tool used to oppress marginalized students? Theoretical Framework: Anti-black racism and critical capital theory serve as critical theoretical frameworks and were selected because they highlight the ways violence is enacted through taken for granted colonized practices such as mentoring. Fanon understood that thoughts and mindsets are the progenitors of violence and dehumanization is the process through which violence is enacted. Anti-black racism and critical capital theory can be useful in unearthing the structural inequalities that uphold the current system in place for STEM doctoral learning. Research Design: An embedded multiple qualitative case study research project sought to understand the nature and quality of STEM doctoral mentorships at an HBCU. The analysis on the HBCU subcase asked, how are STEM doctoral mentorships understood by Black STEM doctoral students at HBCUs? Black STEM HBCU students were interviewed and completed a mentoring competency assessment survey. In addition STEM doctoral students from three universities also completed the survey. The qualitative data was analyzed using narrative analysis and the survey data was analyzed using descriptive and inferential statistics. This project is part of a larger NSF AGEP sponsored research study. Research findings: The findings from this study expose that Black STEM doctoral students at HBCUs have not reached the proverbial Promise Land. In spite of being in a space that is more diverse, they manage to simultaneously be invisible and hypervisible. An unmerited sense of assumed cultural belonging was highlighted with students reporting a lack of selfethnic reflectors in their programs. In many ways the systemic and institutional structures on HBCUs with respect to STEM doctoral programming mirrored the colonial structures more often associated with HWIS. Their culture and cultural-based experiences as domestic students as well as their academic strengths were often not recognized by mentors while that of international students were. Three themes were supported by the data: Conspicuous Absence, Race Still Matters, and Invisibilized Hypervisibility. Implications: Better understanding how STEM doctoral mentoring is facilitated at HBCUs holds the promise of informing a mentoring practice that supports cultural liberation instead of cultural degradation and suppression. It becomes one avenue as the “The Call'' suggests to "confront our own complicity in the colonial enterprise" by holding STEM doctoral mentors and the institutions they represent accountable for socially just mentoring practices. Greater intentionality as well as mandated training informed by the study's results are recommended. HBCU faculty doctoral mentors are challenged to be scholar activists who engage mentoring from an advocacy and accomplice framework. The development of STEM scholar activists is the aspiration of more culturally liberative STEM doctoral mentorships. Black students need mentors who are willing and equipped to be advocates and accomplices in their success. 
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  7. 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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  8. Research has established that effective cross-cultural mentoring relationships impact minority student success in higher education and further career; however, a scarcity of studies focus on culturally responsive practices in mentoring relationships in STEM programs. This paper describes experiences and perceptions on culturally responsive mentoring of faculty in STEM programs, and thus, has a significant contribution to the existing body of literature on mentoring in STEM education. The theoretical framework for this research study was grounded in the ideas posited by sociocultural theory and culturally responsive pedagogy, and the research question that guided this study is as follows: How do STEM doctoral faculty mentors engage in culturally responsive mentoring? A case study research design was used to aid in providing in-depth insights into the dynamic nature of the culturally responsive mentoring journey. The findings reveal three themes that relate to mentoring journeys that mentor and underrepresented minority mentees experience: academic journey, intentional journey, and subliminal journey. This study offers several implications for mentoring and leadership in cross-cultural educational contexts. 
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