Using quotients as a mentor to facilitate the success of underrepresented students

Abstract

Choosing a mentor requires a certain level of introspection for both the mentor and the mentee. The dynamics of mentorship may change depending on the academic status of the mentee. Regardless, mentors should help their trainees grow both academically and professionally. The success of an individual in the fields of science, technology, engineering, mathematics, and medicine (STEMM) depends on more than intellectual capacity; a holistic view encompassing all factors that contribute to scientific achievement is all-important. Specifically, one new method scientists can adopt is quotients, which are scales and techniques that can be used to measure aptitude in a specific area. In this paper, we focus on these factors and how to grow one's adversity quotient (AQ), social quotient (SQ), and Personal Growth Initiative Scale (PGIS). We also look at how mentors can better understand the biases of their trainees. In addressing this, mentors can help trainees become more visible and encourage other trainees to become allies while increasing the visibility of their peers.

Adapting STEMM in Hawaiʻi: Necessary actions for one of the most diverse places in the United States

“…To combat this, there must foremost be the creation of more communities that offer mentor-mentee pairings. Pieces of training on the diverse types of mentoring, including casual, intentional, and peer (De Lora et al, 2022;Johnson, 2002;McGee, 2020;McReynolds et al, 2020;Montgomery, 2017;Montgomery et al, 2014;Montgomery & Page, 2018;Murray et al, 2022a; National Academies of Sciences, E., and Medicine, 2020; Neikirk, Barongan, Rolle, et al, 2023;, are highly important and relevant. Furthermore, mentoring may be combined with STEMM education initiatives, such as the writing accountability groups (Neikirk, Barongan, Shao, et al, 2023;Spencer et al, 2022) and the Project Strengthen program, which is based on lowcost retention of students (Barongan et al, 2023;.…”

How to increase diversity in science under troubling times

“…In this article, Benjamin et al (2024) summaries (Callaway, 2023;Peng et al, 2024), but this novel idea conceptualizes peer review platforms as an avenue for mentorship. This may potentially be utilized in conjunction with the measurement of quotients to track student progress and quantitatively evaluate the utility of this form of mentorship (Neikirk, Barongan, Rolle, et al, 2023;Tian & Fan, 2014;Venkatesh & Shivaranjani, 2016).…”

Recognizing and addressing environmental microaggressions, know-your-place aggression, peer mediocrity, and code-switching in STEMM

“…While the total number of underrepresented racial/ethnic populations in Dean-level positions at medical schools have doubled since 1993, this number remains at only 12%. 5 Though a part of the lack of diversity in leadership occurs due to inadequate recruitment efforts, implicit bias in leadership can impair the upward mobility of underrepresented minorities ( Neikirk et al, 2023 ). Beyond this, questioning URM qualifications when novel ideas are presented or selectively ignoring ideas unless presented by a White coworker can feed into know-your-place aggression and fuel the promotion of White individuals ( Mitchell, 2018 ), resulting in a continuous loop of poor recruitment and lack of promotions of URMs at the institution-level.…”

“…Simply put, DEI training aims to facilitate positive intergroup interaction, and create expectations for inclusive behavior from everyone in the organization to create a positive learning and working environment. Providing uniform training on implicit bias and cultural humility showcases the institution’s dedication to diversity and inclusion ( Neikirk et al, 2023 ), thereby enhancing its reputation among potential employees, students, and partners. To foster inclusivity, institutions should actively seek out perspectives from URM employees, approaching them with cultural humility.…”

“…While these workshops are typically aimed at URM students, they also offer a prime avenue to introduce content regarding diverse cultures at the undergraduate level in tandem with existing frameworks for education around mentorship and professional development. This early intervention, paired with regular events for faculty, may increase cultural humility in the long-term while improving the inclusion of individuals from diverse cultures (Marshall et al, 2023).…”