The Power of Many: How Diverse Mentor Networks Enhance STEM Persistence and Identity

• In Event: AERA Roundtable Session Thursday 9:50 am Four Seasons Ballroom 2-3
  In Roundtable Session: Inclusive Practices for Mentoring (Table 3)

Abstract

Efforts to broaden participation in science, technology, engineering, and mathematics (STEM) often aim to build mentoring relationships for undergraduates. However, research has only recently shifted focus from dyadic faculty-mentored relationships to a broad, holistic assessment of mentor networks and their downstream impact on integration and persistence in STEM. Utilizing Developmental Mentor Network Theory and social network methods, this study evaluates how mentee characteristics, network quality, network structure, STEM Domain Identity, well-being, and GPA relate to STEM persistence in a large sample of White and Hispanic/Latino(a) undergraduates. Longitudinal structural equation model results suggest that having a strong domain identity and mentors from a variety of career backgrounds leads to persistence in a STEM major two years later.

Authors

• Rachelle M. Pedersen, Texas Tech University

• Paul R. Hernandez, Texas A&M University

• Anna Woodcock, California State University - San Marcos

• P. Wesley Schultz, Claremont Graduate University