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The Individual Development Plan (IDP) is a common mentoring tool in higher education. Students and postdoctoral researchers can use an IDP to facilitate conversations with their mentors and create action plans to support future goals. The entire process helps mentees achieve both short- and long-term objectives. Little is known about how historically underrepresented minority groups are supported during this process. This study investigated IDP implementation at 504 minority serving institutions (MSIs) that primarily serve African American, Hispanic/Latinx, and Native-American populations. Using content analysis, we systematically reviewed the publicly available IDP tools and policies at each MSI. Although several crucial mentoring components and implementation strategies were identified, there was a noticeable absence of emphasis on multicultural mentoring guidance and psychosocial support throughout the process. Our findings offer decision-makers and faculty mentors insights into supporting minority trainees and lay the foundation for future research in the field of IDPs.

 

The COVID-19 outbreak has severely affected graduate education in science, technology, engineering, and mathematics (STEM) fields. It disrupted the learning and career development including in-person laboratory research activities and mentoring meetings. Since early 2000s, STEM graduate schools have been promoting the use of individual development plans (IDPs), which provide formalized mentorship, to support graduate students' academic and career success. It is unclear whether and to what extent the IDPs play a role in promoting mentoring and career-relevant outcomes among students during the crisis. This study presents some of the first evidence on the interrelationships of IDP status, mentoring support and satisfaction, and career attitudes with a diverse nationwide sample of STEM graduate students during the COVID-19 pandemic.