Investing in the future: The importance of faculty mentoring in the development of students of color in STEM

Griffin, Kimberly A.; Pérez, David; Holmes, Annie P. E.; Mayo, Claude E. P.

doi:10.1002/ir.365

Cited by 99 publications

(88 citation statements)

References 20 publications

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“…This initial search pointed us to a number of studies in STEM higher education more broadly (e.g., Brown 2002;Espinosa 2011;Griffin et al 2010;Harper and Newman 2010;Price 2010;Seymour 1995;Strayhorn 2010). Most of these studies focus on university level policies and factors that can contribute to broadening access into mathematics, and increasing achievements of students from underrepresented backgrounds.…”

Section: Identifying Equity Studies In the Literaturesupporting

confidence: 42%

“…Most of these studies focus on university level policies and factors that can contribute to broadening access into mathematics, and increasing achievements of students from underrepresented backgrounds. For example, researchers have documented the positive impact undergraduate research experiences (Espinosa 2011;Strayhorn 2010) and strong faculty mentoring (Griffin et al 2010;Herzig 2004) on the success of students of color in STEM. We found a limited number of studies that focus on experiences of students from underrepresented groups in postsecondary mathematics.…”

Section: Identifying Equity Studies In the Literaturementioning

confidence: 45%

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Taking the Sociopolitical Turn in Postsecondary Mathematics Education Research

Adiredja

Andrews-Larson²

2017

Int. J. Res. Undergrad. Math. Ed.

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In this paper, we argue for a need to attend to issues of equity in postsecondary mathematics education. In the United States, the broader mathematics education field has begun a shift toward attending to sociopolitical aspects of research, which focus on the interrelatedness of knowledge, identity, power, and social discourses. We argue that explicit uptake of sociopolitical perspectives has the potential to offer new insights to current research and to advance efforts to address inequities in meaningful and theoretically well-informed ways. Situating our argument within the social and political context of the United States, we draw on existing studies that examine inequities in undergraduate mathematics classrooms. We highlight studies that focus on the impact of social discourses and institutional contexts on the negotiations of power and identity in postsecondary mathematics. We end by proposing future research directions and discuss challenges for equity work in postsecondary mathematics education.Issues of equity are becoming increasingly pressing in the political landscape and national discourse in the United States. In particular, various forms of professional and economic opportunity are intertwined with issues related to race and gender. Evidence of these relationships spans contexts ranging from trends in police brutality and incarceration (Chaney and Robertson 2013; Pettit and Western 2004) to pay Int.

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Section: Identifying Equity Studies In the Literaturesupporting

confidence: 42%

Section: Identifying Equity Studies In the Literaturementioning

confidence: 45%

Taking the Sociopolitical Turn in Postsecondary Mathematics Education Research

Adiredja

Andrews-Larson²

2017

Int. J. Res. Undergrad. Math. Ed.

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“…Mentorship is beneficial for all involved but can be particularly effective for underrepresented populations of students in STEM and agricultural sciences. Numerous studies have cited mentoring relationships as one of the most important factors retaining women, racial minorities, and first‐generation college students in STEM disciplines through graduation (Griffin et al, 2010). Mentoring becomes even more important to ensure success in advanced‐degree programs.…”

Section: Guidelines For Being An Effective Mentoring Partnermentioning

confidence: 99%

The Informal Art of Mentorship in Grad School

Battaglia

Owen

2017

CSA News

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“…Faculty mentoring is particularly important for retaining women and URM students (Landefeld, 2009; Tsui, 2007). Griffin et al (2010) found that faculty mentoring was an important source of support for Black STEM professors throughout graduate school. In their study, the sample of seven Black STEM professors identified faculty members, advisors, and peers further along in their program as primary mentors when reflecting on their graduate school experience.…”

Section: Review Of the Literaturementioning

confidence: 99%

Insights into Implementing Research Collaborations between Research-Intensive Universities and Minority-Serving Institutions

Thao

Lawrenz

Brakke

et al. 2016

Natural Sciences Education

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Core Ideas Science faculty at minority‐serving institutions and research‐intensive universities are willing to collaborate and believe that collaboration provides valuable opportunities for students. Students enjoyed and believed they benefitted from the research collaborations; in particular, students gained research experiences and benefitted from the mentoring relationships they had with faculty from both types of institutions. Research collaborations between minority‐serving institutions and research‐intensive universities show some promise in terms of increasing the diversity of the people pursuing advanced degrees in plant breeding, although career choices depend on many variables that cannot be addressed by a research experience alone. With the high demand to build the science, technology, engineering, and mathematics (STEM) workforce and the disparity of underrepresented minorities in STEM fields, there have been increased educational efforts to diversify STEM fields. This article describes what works in research collaborations between research‐intensive universities (RIUs) and minority‐serving institutions (MSIs) for increasing the likelihood of pursuing an advanced degree in science, in particular plant breeding. Using a longitudinal case study design, the research collaboration experience is captured from the perspectives of faculty at research‐intensive universities and faculty and students from minority‐serving institutions through mixed methods, including surveys, interviews, and site visits. All those involved felt the program was valuable and enhanced the experiences of students at the minority‐serving institutions by providing research opportunities; however, the intended goal of developing a future pipeline of students into plant breeding was not met. Despite this, the Triticeae Coordinated Agricultural Project (TCAP) research collaborations with the participating MSIs show some promise and there are lessons to be learned for future efforts.

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Investing in the future: The importance of faculty mentoring in the development of students of color in STEM

Abstract: Underrepresented racial minority students often seek a high level of contact with professors of color, viewing them as role models and proof that success in higher education is possible (

Cited by 99 publications

References 20 publications

Taking the Sociopolitical Turn in Postsecondary Mathematics Education Research

Taking the Sociopolitical Turn in Postsecondary Mathematics Education Research

The Informal Art of Mentorship in Grad School

Insights into Implementing Research Collaborations between Research-Intensive Universities and Minority-Serving Institutions

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