CRITICAL MENTORING IN STEM LAB**
There is a lack of effective approaches and guidelines for mentoring undergraduate students who experience marginalization in STEM research in culturally responsive ways. The dearth of research in this area poses the following question: What mentoring practices are used on undergraduates who experience marginalization in STEM research? To address this issue, we will use a mixed-methodology approach to observe, measure, and understand how students, faculty, and staff at Historically Black Colleges & Universities (HBCUs) engage in culturally responsive mentoring (CRM) practices. The Phenomenological Variant of Ecological Systems Theory (PVEST) will be used as a guide to understand undergraduates who experience marginalization in STEM. The undergraduates who experience marginalization in STEM is analyzed through the results of the College Student Mentoring Scale (CSMS) survey. Data from the CSMS survey was collected on the experiences of undergraduate research fellows, faculty, and staff and will be used to aid in program development by highlighting mentoring components that undergraduate students may not be receiving at their institutions. Demographic information is also considered when looking at the CSMS data, such as the ways in which mentoring practices differ according to gender. The results of this study will provide insight on the current mentoring practices and how they are impacting undergraduate students who experience marginalization in STEM, which can lead to further studies on this topic.
Maurya*, Manisha and Salter, Amy
"CRITICAL MENTORING IN STEM LAB**,"
Georgia Journal of Science, Vol. 79, No. 1, Article 13.
Available at: https://digitalcommons.gaacademy.org/gjs/vol79/iss1/13