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This study explored the gendered nature of STEM higher education institution through a feminist critical discourse analysis of STEM course syllabi from a Midwest research university. I explored STEM syllabi to understand how linguistic features such as stance and interdiscursivity are used in the syllabus and how language and discourses used in the syllabus replicate the masculine nature of STEM education. Findings suggest that the discourses identified in the syllabi reinforce traditional STEM academic roles, and that power and gender in the STEM syllabi are revealed through exploration of the themes of knowledge, learning, and the teaching and learning environment created by the language used in the syllabus. These findings inform and extend understanding of the STEM syllabus and the STEM higher education institution and lead to recommendations about how to make the STEM syllabus more inclusive for women.

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Objective: We examine research related to effective mentoring relationships for graduate students. Background: Graduate mentoring, comprising educational, professional, and psychosocial development, plays a crucial role in graduate students' successful completion of their degrees. Effective mentor relationships can increase academic satisfaction, increase retention, keep graduate students on time to graduate, and have positive influences on future career goals. Methods: We conducted a literature review of 14 articles to examine graduate mentoring and make recommendations for family science graduate education. Results: Five major themes emerged: aspects of effective mentorships, choosing a mentor, characteristics of a successful mentor, diverse graduate students, and online mentoring. Conclusions: We discuss future research suggestions including the need for research on discipline-specific mentoring and the call for more writings on the scholarship of teaching and learning. Implications: These findings have implications for family science as organizations create