Exploring the Role of Mentoring in the Recruitment of STEM Teachers of Color

• In Event: Fairmont Roundtable Session Fifteen
  In Roundtable Session: Bridging and Connecting: Building an Educational Home for Teachers of Color (Table 6)

Abstract

This qualitative study used case study, ethnographic and self-study methods to examine the role of mentoring in recruitment of STEM majors of color into teaching. Data from interviews, surveys, written reflections, focus groups, and field notes compared the experiences and perspectives of participants in three cohorts. Results show that mentoring by faculty, in-service STEM teachers, and STEM professional providers helped STEM majors shift their perspectives about teaching, and their self-perceptions about their ability to teach. The findings suggest that recruitment strategies should be intentional and include targeted advisement of students in STEM courses, as well as interactions with different kinds of educators that help STEM majors learn about teaching through mentoring opportunities.

Authors

• Salika A. Lawrence, The College of New Jersey
  Non-Presenting Author

• Chiyedza Small, Medgar Evers College, City University of New York
  Presenting Author

• Tabora A. Johnson, Medger Evers College - CUNY
  Presenting Author