Faculty Mentors’ Influence on Latinx STEM Undergraduates’ STEM Identity Development

• In Event: Culturally Responsive Practices and Mentorship in STEM Education

Abstract

Latinx students constitute the largest minority group in universities. However, they face underrepresentation in STEM fields, impacting their STEM identity. Faculty mentors wield significant influence in shaping the STEM identity of Latinx students through mentorship. This study employed semi-structured interviews with 11 Mexican-identified first-generation college students aged 18-29, at an emerging HSI in the U.S. Pacific Northwest. The findings underscored how professors and mentors in both classrooms and research settings influenced students' perceptions of their competence, belonging, and participation, identifying four key themes: skill-building, relational, autonomy, and cultural support. Interviews allowed participants to expand on their experiences with detailed examples, providing valuable insights that inform tailored mentorship and support strategies for mentors of Latinx STEM undergraduates.

Author

• Sandy D. Cerda-Lezama, Portland State University