A Critical Mixed-Methods Study of Junior Faculty Mentoring Experiences in STEM and Non-STEM Fields

• In Event: Early Career Faculty Experiences

Abstract

This study uses a mixed-methods approach to critically investigate the results of an online mentoring survey, completed by 207 tenure-eligible and recently tenured faculty at a large, public, research-extensive university. Statistical and discourse analyses are paired to provide new insights into effective faculty mentoring research and practice. In particular, we focus on the relationship between faculty identities, both personal and professional, and their mentoring experiences as a way to shed light on the mentoring experiences of underrepresented faculty in STEM and non-STEM fields.

Authors

• Heather Metcalf, The University of Arizona

• Helena Rodrigues, The University of Arizona