The voices of African American students reveal sociocultural factors that influence their achievement in science and mathematics classes. Using a sociocultural theoretical framework (Mercer & Covey, 1980), this ethnographic study interpreted the perspectives of five African American students as they discussed their learning experiences in science and mathematics classrooms. This framework acknowledges the vulnerability of the educational system to societal influences that inevitably assert cultural values and norms. The students' discussions provided insight into their beliefs about the varied ways in which sociocultural factors impact their learning in science and mathematics classrooms.

Purpose -The purpose of this paper is to identify and summarize the primary themes and issues examined in relevant international research dealing with the relationship between culture and mentoring. The focus is on formal mentoring programs for educators in primary and secondary schools and higher education settings. Design/methodology/approach -The literature surveyed covered the direct and indirect impacts of culture on mentoring in primary, secondary and higher education settings. Manuscripts were organized around the topics of teacher education, teacher and leader development, and higher education. A thematic synthesis approach was used to summarize the findings. Findings -Findings indicated that research on cultural aspects of mentoring in education has focused on three primary themes: cultural aspects of the mentoring relationship; the impact of organizational structures on mentoring programs and relationships; and the manner in which ethnicity and societal beliefs relate to the purposes and structures of mentoring. Research limitations/implications -There is a lack of research that deals specifically with the manner in which culture influences mentoring programs and relationships. Practical implications -It is vital for those involved in developing mentoring programs and relationships to be culturally aware of and sensitive to cultural dynamics in order to counteract and overcome possible barriers to success. Originality value -Fresh insights are offered into the research that has been conducted within these educational settings. Areas and topics are identified where research is lacking and recommendations for future research that would enlighten the field are presented.

African American undergraduates' decision to change from science, technology, engineering, and mathematics (STEM) majors while enrolled at a predominantly White university was the focus of this study. Through open-ended interviews, the students discussed circumstances leading to their nonpersistence. Commonly published reports on the lower percentages of graduates from this demographic, while useful, do not provide a comprehensive view of this underperformance. Therefore, it is necessary to divulge the experiences of the individuals accounted for in these statistics, requiring a methodological approach that captures and reports experiences from individuals' vantage points.Actor-network theory (ANT) is a framework encouraging an understanding of the human experience through an identification of the complex networks and associated power dynamics that sustain and legitimize the systems in which they operate. According to ANT, individual's potential for achievement is directly related to their ability to successfully engage key actors, as well as successfully navigate the codes and structures that control access to power. Thus, ANT was used to examine the students' experiences. Evidenced in their discussions were unresolved feelings around weak relations with faculty and peers, as well as being viewed through deficit models. These findings could be useful for interpreting the statistics representing the lower percentages of African American students in STEM. Science Education. 2019;103:241-263.wileyonlinelibrary.com/journal/sce

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