Mentoring and the Negotiation of STEM, Racial/Ethnic, and Graduate Student Identities for Underrepresented Minorities (URMs) in STEM

• In Event: 29.083 - Poster Session 4
  In Poster Session: 29.083-1 - Developing Successful Mentoring Programs for Graduate Students

Abstract

A growing body of literature has begun to explore identity and its influence on STEM persistence for URM students. Effective mentoring has been identified as one approach to increase the persistence of URM graduate students pursuing STEM degrees. The purpose of this study was to explore the role of mentoring in the negotiation of STEM, racial/ethnic, and graduate student identities for URM students pursuing STEM graduate degrees. The research was guided by the Institutional Agents Framework which describes how institutional agents can provide institutional support and resources to marginalized individuals to enhance social and cultural capital, hence, increasing their likelihood for academic success. Findings suggest that faculty and peer mentoring were pivotal to persistence and successful negotiation of multiple identities.

Authors

• Brittini R Brown, University of Maryland Baltimore County

• Levon T. Esters, Purdue University

• Neil A. Knobloch, Purdue University