Women's Motivation to Mentor Young Women Students in STEM Areas: A Study Case in Mexico

Ruiz-Cantisani, M. Ileana; Lara-Prieto, Vianney; Rodríguez-Gallegos, Ruth; Burgos-Lopez, M. Yolanda; Turcios-Esquivel, Ana Monica; García-Castelán, Rosa María Guadalupe; Ramírez‐Jiménez, Aurea K.; Velazquez-Sanchez, Luz Maria

doi:10.1109/weef/gedc53299.2021.9657408

Cited by 2 publications

(3 citation statements)

References 18 publications

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“…What was found is that quality mentoring begets quality mentoring. As noted in previous research, vulnerability was a key leadership trait for mentors to possess to facilitate open and communicative mentoring relationships (Fries-Brit & Snider, 2015;Ruiz-Cantisani et al, 2021). Additionally, fostering self-reflection, particularly around equity, diversity, and inclusion, by the mentees led to greater introspection and benefit to those they mentor, as noted by other researchers (Blake-Beard et al, 2021;Fries-Brit & Snider, 2015;Stelter et al, 2021) Implications.…”

Section: Discussionmentioning

confidence: 74%

“…Thus, it is not surprising that mentoring motivations and practices evolve through mentors' careers (Bettis et al, 2019;Blake-Beard et al, 2021;Lunsford, 2014;McBride et al, 2019). Faculty motivations to mentor range from a desire to help develop the upcoming generation of scholars (Southern, 2007;Tran, 2022), to improve their reputation (Duntley-Matos, 2014), and to transform institutional norms (Ruiz-Cantisani et al, 2021). A recent study by Ruiz-Cantisani et al (2021) specifically examined why Latinx women in STEM become mentors and found they desired to foster women's resilience in the discipline, contribute to and impact others, and raise attention to the STEM gender gap.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Research indicates quality faculty-student mentoring relationships are predicated on clear goals and expectations, agreement on roles and responsibilities, frequent communication, flexibility, appropriate and honest feedback, and similar interests and values (Atkins et al, 2020;Birkeland et al, 2019;Brody et al, 2016;Bruner et al, 2016;Fuentes et al, 2013;Gershenfeld, 2014;Nora & Crisp, 2007;Smith, 2007;Tran, 2022). For this to occur, authenticity, transparency, trust, and vulnerability must underpin the relationship (Fries-Brit & Snider, 2015;Ruiz-Cantisani et al, 2021). The formality of engaging in a faculty-student mentoring relationship must be taken seriously by the university and highly valued to demonstrate real benefit to students and the institution (Birkeland et al, 2019;Blake-Beard et al, 2021;Smith, 2007;Thomas et al, 2007).…”

Section: Literature Reviewmentioning

confidence: 99%

See 2 more Smart Citations

Developing Deeper Student Mentoring Relationships: Black Engineering Faculty Translating their Mentee Experiences to Students (Research)

Mendez,

Tygret,

White

et al.

2022 ASEE Annual Conference &Amp; Exposition Proceedings

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Colorado Springs. She is engaged in several National Science Foundation-sponsored collaborative research projects focused on broadening participation in STEM academia. Dr. Mendez's research centers on the creation of optimal higher education policies and practices that advance faculty careers and student success, as well as the schooling experiences of Mexican-descent youth in the mid-20th century.

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Section: Discussionmentioning

confidence: 74%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

See 1 more Smart Citation

Developing Deeper Student Mentoring Relationships: Black Engineering Faculty Translating their Mentee Experiences to Students (Research)

Mendez,

Tygret,

White

et al.

2022 ASEE Annual Conference &Amp; Exposition Proceedings

View full text Add to dashboard Cite

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Policies, Projects, and Initiatives for Sustainable Higher Education with Gender Equity: Literature Review and Case Study—Universidad de La Frontera

Bustamante-Mora,

Diéguez-Rebolledo,

Hormazábal

et al. 2024

Sustainability

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Today, sustainability in higher education is a key factor for our society, and women play a fundamental role. However, gender faces a series of inequalities in this field of action, and from this point of view, university education is not left out. It is necessary to incorporate strategies and initiatives to reduce these inequalities within the classroom, supported mainly through public policies, which represents a challenge. It is a practical and essential challenge for public and private universities to ensure that their students are prepared for a globalized, sustainable, and gender-sensitive world. In the 2030 Agenda, two Sustainable Development Goals are proposed to address these issues, targeting SDG 5 gender equality and SDG 4 inclusive education. This study considers that to address this issue, it is necessary to identify initiatives that aim to propose measures for sustainable education and reduce the gender gap, to know which and what types of policies or strategies aim to address these issues in higher education in the same way of identifying good practices focused on inclusive policies, models, and teaching styles, also considering scientific research for sustainable education. This study considers the review of policies to reduce gaps in the STEM areas of university education and whether these measures address the goal of sustainable development. As main findings and conclusions, this study highlights the initiatives and good practices found in the literature review since 2007 but concentrated during the last five years. In addition to the literature review, this bibliographic review is complemented by presenting a practical case study with real data from a public, state, and regional university in the south of the country of Chile that takes on this challenge and shares it. The PRISMA protocol guided this study, finding 341 relevant articles to be analyzed, which mainly show how it is possible to implement measures and improve sustainable education with a gender focus through policies and initiatives within a university in the short term.

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Women's Motivation to Mentor Young Women Students in STEM Areas: A Study Case in Mexico

Cited by 2 publications

References 18 publications

Developing Deeper Student Mentoring Relationships: Black Engineering Faculty Translating their Mentee Experiences to Students (Research)

Developing Deeper Student Mentoring Relationships: Black Engineering Faculty Translating their Mentee Experiences to Students (Research)

Policies, Projects, and Initiatives for Sustainable Higher Education with Gender Equity: Literature Review and Case Study—Universidad de La Frontera

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