Building Equitable Systems in STEM: A Statewide Review of Mentoring for Underrepresented Undergraduate Student Success

• In Event: AERA Roundtable Session 10
  In Roundtable Session: Strategies for Success in STEM

Abstract

Through a mixed-method exploratory sequential design, the team began a five-year National Science Foundation study examining the factors involved and the impact of mentoring on underrepresented students in science, technology, engineering, and mathematics (STEM), who are at the critical retention-to-graduation stage. The study was designed to explore and describe the transformative, value-added mentoring practices used within the LSAMP partners for engaging and motivating underrepresented STEM students. Participants comprised a statewide alliance of ten institutions, including community colleges, historically black colleges and universities (HBCUs), and Carnegie classified R1 and R2 designated universities. Preliminary findings in this ongoing study revealed the importance of a variety of mentorship activities on student success including faculty-led research, cross-institutional collaboration, peer mentorship, and multi-level networking.

Authors

• Terrance D. McNeil, Tennessee State University

• Shanique Nixon, Tennessee State University

• Tokesha L Warner, Tennessee State University