Exploring STEM Professionals’ Dispositions Toward Mentoring Girls of Color: Critical Race Feminist Insights and Implications

• In Event: Sunday Roundtable Session 1:15 pm
  In Roundtable Session: Demystifying Science, Mathematics, and Engineering for Women and Education (Table 35)

Abstract

Through a Critical Race Feminism lens, this study explores the dispositions of a diverse group of mentors from the Science, Technology, Engineering, and Mathematics (STEM) career field regarding their mentorship of high school aged women of color (WOC) from an esteemed urban STEM out-of-school time program. Analysis of semi-structured interviews revealed two overarching disposition types including relational and distanced mentoring approaches which related to two divergent responses to the training in culturally responsive pedagogies and anti-discriminatory frameworks. Findings indicate that the STEM mentors both embraced and challenged the trainings which may have long-term implications for the experiences of the mentees and impacts on creating a more equitable environment for marginalized WOC who are often underrepresented in STEM fields.

Authors

• Tajma Cameron, Morgan State University

• Katie Mathew, Drexel University

• Kimberly Sterin, Drexel University

• Ayana Allen-Handy, Drexel University

• Jacqueline Genovesi, Drexel University

• Kimberly Anne Godfrey, Drexel University

• Dominique A. Thomas, Drexel University

• Janai Keita, Drexel University

• Hillary Blecker, Hillary Blecker Consulting

• Nancy Peters, Philadelphia Education Fund

• Sharon L. Walker, Drexel University

• Ian Marcus, Drexel University