Inequitable Interactions? A Critical Quantitative Analysis of Mentorship and Psychosocial Development Within Computing Graduate School Pathways

• In Event: Highlighting the Value of Faculty and Staff Interactions for College Students

Abstract

The importance of mentorship in higher education is well documented, but less is known about the (in)equitable nature of mentoring support within particular disciplines. Using a sample of computing undergraduate students who had a mentor in their department and held graduate school aspirations, this quantitative study engages critical quantitative approaches to examine departmental mentorship in computing and how varying features of mentorship influence graduate aspirants’ disciplinary psychosocial development. Results reveal that the nature of graduate aspirants’ departmental mentoring support differs based on the mentor’s role (e.g., faculty member, advanced peer) and students’ social identities—disparities that may influence computing students’ realization of their goals to attend graduate school. Implications speak to how computing departments might advance equity in mentoring interactions.

Author

• Annie M. Wofford, Northern Arizona University