A Holistic Approach to Supporting Underrepresented Minority Faculty in STEM

• In Event: AERA Roundtable Session Friday 9:45 am
  In Roundtable Session: Mentoring in STEM Contexts and Programs

Abstract

This paper examines the impact of the Faculty ACCESS program, a holistic mentorship initiative designed to support underrepresented minority (URM) faculty in STEM at predominantly white institutions. We investigated how a model focused on well-being, racial identity, and belonging promotes faculty development in the face of systemic inequities using mixed-methods data from surveys and in-depth interviews with mentors and mentees. We found that wellness-focused programs, community building, and individualized mentoring significantly improved research productivity and professional confidence while also addressing stress associated with race and institutional exclusion. We argue that rethinking inclusive academic futures requires mentorship that is restorative and equity-centered. This study contributes to education research by bridging historical marginalization with transformative practices that promote thriving careers for URM faculty.

Authors

• Onyinyechukwu Onu Onwuka, University of North Carolina - Greensboro

• Mercy Ama Blematessa, University of North Carolina - Greensboro

• Eunice Oduro, University of North Carolina - Greensboro

• Renã A. S. Robinson, Vanderbilt University

• Danelle Stevens-Watkins, University of Kentucky

• Aileen Reid, University of North Carolina - Greensboro