The Role of STEM Faculty Identities in Culturally Responsive Mentorship

• In Event: Friday Roundtable Session 4:55 pm
  In Roundtable Session: STEM Faculty (Table 37)

Abstract

This study examines the role of social identities in STEM faculty mentor integration of culturally responsive pedagogy (CRP) within mentoring relationships with students from underrepresented marginalized (URM) backgrounds. Utilizing CRP as a theoretical framework, we explore the process of self-transformation faculty undergo when engaging in culturally responsive mentorship practices, how it influences understanding of themselves, and the differences in CRP mentorship approaches across race and gender. Findings from our study emphasize the critical role socialization plays when utilizing CRP in mentoring relationships and its connection to URM STEM student support and persistence.

Authors

• Roman Christiaens, Indiana University

• Brenda L. Anderson, Northwestern University

• Kasi M. Kiehlbaugh, University of Arizona

• Regina J. Deil-Amen, University of Arizona