Reviewing the Literature on Mentoring Underrepresented Minority Students in STEM

• In Event: AERA Roundtable Session Wednesday 11:45 am
  In Roundtable Session: Mentoring, Training, Measurement & Technology

Abstract

Mentoring programs are essential for improving the recruitment, retention, and success of underrepresented minorities (URMs) in STEM. This systematic review analyzes 37 empirical studies from 2010 to 2023, using the Social Community Model to examine how mentoring strategies, mentor-mentee pairing, interaction dynamics, and community support influence mentorship quality. Findings reveal that perceived similarity between mentors and mentees consistently enhances mentoring outcomes, while demographic similarity shows mixed effects. Triadic and hierarchical mentoring models, multidimensional support, and both formal and informal community resources are critical to success. This review offers practical insights for educators, researchers, and policymakers aiming to improve mentoring practices and promote equity in STEM education.

Authors

• Lehong Shi, University of Georgia

• Ikseon Choi, Emory University

• Janette R. Hill, University of Georgia

• James Lauderdale, University of Georgia