What would your ideal graduate mentoring program look like?: Latina/o student success in higher education

Mireles‐Rios, Rebeca; Garcia, Nichole M.

doi:10.1080/15348431.2018.1447937

Cited by 18 publications

(20 citation statements)

References 43 publications

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“…In the future, qualitative studies will be carried out to better understand the needs of members of historically marginalized groups and help shape policies to improve their experiences . Additionally, reimagining faculty recruitment, evaluation, and promotion can also have a profound effect on diversity and inclusion at all levelsspecifically because being mentored by faculty with similar identities can elevate mentees from URGs, helping them develop positive self-perceptions about their academic capabilities. − …”

Section: Discussionmentioning

confidence: 99%

Improving the Academic Climate of an R1 STEM Department: Quantified Positive Shifts in Perception

et al. 2021

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Ongoing efforts to improve diversity in science, technology, engineering, and mathematics (STEM) primarily manifest as attempts to recruit more women and individuals from historically marginalized groups. Yet, these efforts fail to repair the specific, systemic issues within academic communities that hinder diverse individuals from persisting and thriving in STEM. Here, we present the results of a quantitative, multiyear effort to make the academic climate of an R1 STEM department more inclusive. We use a student-led, department-specific, faculty-supported initiative to assess and improve the climate of the Department of Chemistry at the University of California, Berkeley, as a case study. Our results provide quantitative evidence that community discussions grounded in our own data, alongside cooperative community efforts to address the issues present in those data, are effective methods for driving positive change. Longitudinal assessment of our academic climate from 2018 to 2020 via annual department-wide surveys indicates that these interventions have succeeded in shifting the perception of our academic climate. This study confirms the positive outcomes of having a practical, sustainable, and data-driven framework for affecting change within a graduate community.

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Section: Discussionmentioning

confidence: 99%

Improving the Academic Climate of an R1 STEM Department: Quantified Positive Shifts in Perception

et al. 2021

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“…For diverse trainees to thrive in science, supervisors must create safe and trusting environments that are respectful of trainees' backgrounds and experiences. 29,[59][60][61][62] We have summarized specific actions supervisors might enact based on our findings, as well as other recommendations from literature on scientific mentorship. 4,55,63 We note that the findings and recommendations provided are based on a qualitative study; we cannot comment on the relative prevalence of the barriers and recommendations, nor do we have evidence related to the efficacy of recommendations-more research is needed.…”

Section: Suggested Actions For Research Supervisorsmentioning

confidence: 97%

“I am working 24/7, but I can't translate that to you”: The barriers, strategies, and needed supports reported by chemistry trainees from English-as-additional language backgrounds

Deng

Flynn

2022

Preprint

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Having a shared language such as English facilitates globalization of science but it can also limit science by poses barriers for those who have learned English-as-an-additional language (Eng+). There is currently no research focused on the experi-ences of Eng+ graduate students and postdoctoral researchers (“trainees”) in chemistry and related sciences, despite the grow-ing prominence of Eng+ trainees and ongoing calls for improving equity and inclusion in the sciences. Without research focused on Eng+ trainees, we risk losing out on a diversity of perspectives and expertise that might otherwise strengthen scientific progress. This study represents a first step in developing and evaluating strategies that effectively support Eng+ chemistry trainees by investigating their experiences with learning, communicating, and doing chemistry in English. This research was guided by three research questions: (1) What are Eng+ chemistry graduate students’ and post-doctoral research-ers’ (i.e., trainees) language experiences before entering English-dominant research programs? (2) What language barriers have trainees faced in learning, communicating, and doing chemistry? and (3) What strategies and supports have been helpful or needed? To investigate these RQs, we conducted semi-structured focus groups and interviews with 18 Eng+ chemistry graduate students and post-doctoral researchers, followed by qualitative analysis to identify key themes. We found that trainees had diverse language experiences before entering English-dominant research programs and faced challenges working in an English research environment. Trainees described research impacts that included avoiding interactions with colleagues, exacerbated feelings of imposter syndrome, needing extra time to learn or communicate, and not being able to fully express their knowledge. They expressed an ongoing desire to learn English and described their various independent strategies, demonstrating resilience and growth mindset to navigate challenges. All participants believed that research supervisors and institutions needed to play a larger role in supporting Eng+ trainees, such as empathetic supervisors who offer personal and professional support, and institutional supports that provide chemistry-specific knowledge-building and networking opportunities. Based on the findings, we recommend approaches that supervisors and institutions can enact that may improve linguistic equity in the chemical sciences.

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“…them to a professional network [23]. However, approaching faculty mentors can be a barrier for REM students, and senior students, who can provide information and support, are a helpful conduit between faculty and first-year students [24]. While virtual mentoring can increase students' sense of belonging, and foster community and connectedness [25][26][27][28], these effects have not been examined in REM health sciences students.…”

Section: Study Design and Contextmentioning

confidence: 99%

“…REM students report that mentors help introduce them to the unwritten norms and rules of the profession, role-model effective professional behavior, and improve their social capital by introducing them to a professional network [23]. However, approaching faculty mentors can be a barrier for REM students, and senior students, who can provide information and support, are a Healthcare 2022, 10, 416 2 of 12 helpful conduit between faculty and first-year students [24]. While virtual mentoring can increase students' sense of belonging, and foster community and connectedness [25][26][27][28], these effects have not been examined in REM health sciences students.…”

Section: Introductionmentioning

confidence: 99%

Virtual Faculty and Peer Mentoring to Promote Social Belonging among Minoritized Physical Therapist and Nursing Students

et al. 2022

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Minoritized health sciences students report experiencing social isolation and discrimination, and cite the lack of faculty representation as barriers to their success. While virtual mentoring can increase sense of belonging and connectedness, these effects have not been examined in minoritized health sciences students. The purpose of this study was to investigate whether virtual mentoring from faculty and peers could decrease social isolation and promote social belonging among minoritized first-year physical therapy and nursing students. Using a mixed methods explanatory sequential design, racial and ethnic minority physical therapy and nursing students (n = 8) received virtual mentoring and attended virtual networking events while students from across the health profession programs served as a comparison group (n = 16). While virtual mentoring relationships took longer to establish, there was an increase in satisfaction with mentoring for the intervention group compared with no improvement for the comparison group who received traditional academic advising. Qualitative data analysis revealed that mentors served as role models who had overcome barriers and persevered, decreasing feelings of isolation, and bolstering mentee confidence. A virtual multiple-mentor model can decrease isolation and promote social belonging for minoritized students and offer support for students even after the pandemic.

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What would your ideal graduate mentoring program look like?: Latina/o student success in higher education

Cited by 18 publications

References 43 publications

Improving the Academic Climate of an R1 STEM Department: Quantified Positive Shifts in Perception

Improving the Academic Climate of an R1 STEM Department: Quantified Positive Shifts in Perception

“I am working 24/7, but I can't translate that to you”: The barriers, strategies, and needed supports reported by chemistry trainees from English-as-additional language backgrounds

Virtual Faculty and Peer Mentoring to Promote Social Belonging among Minoritized Physical Therapist and Nursing Students

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