Latent Profile Analysis of STEM Students’ Support Systems: The Unique Role of Faculty Mentoring

• In Event: Advancing Faculty Diversity, Research, and Mentorship in STEM

Abstract

Social support is critical for undergraduate students majoring in science, technology, engineering, and mathematics (STEM). This study examined the latent profiles of STEM students’ support from faculty, advisors, family, and friends using a diverse sample (N = 360, 78% students of color, 51% women). Four distinct profiles were identified: (1) Low Support, (2) Average Support with High Faculty Mentoring, (3) Above Average Support with Low Faculty Mentoring, and (4) High Support. Support profiles were associated with race, first-generation status, and several motivational (e.g., identity, belonging) and academic (e.g., highest degree to pursue, STEM career intention) outcomes. These findings highlight the unique role of faculty mentoring and the need to expand access to faculty mentoring through high-impact educational practices.

Authors

• Shuyan Sun, University of Maryland - Baltimore County

• Allison M. French, University of Wisconsin - Superior

• Gabriela Marie Rivera, University of Maryland - Baltimore County