STEM doctoral mentoring: a call for a conscious, culturally responsive journey. Issue 3 (3rd June 2021)

• Record Type: Journal Article
• Authors: Sanczyk, Anna; Merriweather, Lisa R.; Howell, Cathy D.; Douglas, Niesha C.
• Is Part Of: International journal of mentoring and coaching in education. Volume 10:Issue 3(2021)
• Page Start: 284
• Page End: 297
• Publication Date: 2021-06-03
• Subjects: Culturally responsive mentoring -- Underrepresented minority students -- STEM doctoral education -- STEM faculty; Mentoring in education -- Periodicals; Teachers -- In-service training -- Periodicals; Teachers -- Training of -- Periodicals; Educational leadership -- Periodicals; 371.10205
• DOI: 10.1108/IJMCE-07-2020-0034
• Languages: English
• ISSNs: 2046-6854

Abstract

Abstract : Purpose: The purpose of this research study was to explore U.S. STEM faculty's perceptions of culturally responsive mentoring underrepresented doctoral students in STEM programs. The research question that guided this study was "How do STEM doctoral faculty mentors engage in culturally responsive mentoring? Design/methodology/approach: A case study research design was used and included findings from an embedded case drawn from a larger ongoing study. Six STEM faculty participants provided in-depth insights into the dynamic nature of the culturally responsive mentoring journey through semi-structured interviews that were analyzed using thematic analysis. The theoretical framework for this research study was grounded in the ideas posited by culturally responsive pedagogy. Findings: The findings revealed three themes related to the mentoring journeys experienced by the faculty fellows: an academic journey, an intentional journey, and a subliminal journey. Research limitations/implications: The findings of this research provide significant contribution to the current literature on mentoring and point to the importance of continuous, structured research efforts to increase the quality of mentoring for URM students in doctoral STEM programs. Practical implications: STEM faculty could benefit from participating in mentor training framed by culturally responsive pedagogy. Future research is needed to explore the mentor training needs of STEM faculty in other environments, including contexts outside the United States. Originality/value: This study extends understanding of STEM faculty's knowledge, dispositions, and abilities of culturally responsive mentoring and emphasizes the need for ongoing professional development training in this area.