Journal article
The role of mentoring in promoting diversity equity and inclusion in STEM Education and Research
Pathogens and disease, Vol.80(1), ftac019
06/17/2022
DOI: 10.1093/femspd/ftac019
PMCID: PMC9302695
PMID: 35713493
Abstract
Abstract
The success of mentoring derives from active and respectful listening and the willingness to learn and accept opportunities for personal growth. This shapes every trainee and their destined path in science, technology, engineering, and mathematics (STEM). The act of cultivating rapport, asking, and pondering meaningful questions, and receiving constructive feedback are critical to support a productive mentoring relationship. Successful mentoring in STEM can be established and allow mentees, especially underrepresented minorities (URMs), to flourish in an environment where they feel welcomed and supported. However, mentees from underrepresented groups often experience inadequate mentoring due to a mentor's lack of awareness, poor trainings themselves, or lack of understanding of the mentee’s hardships. It is important for mentors and mentees to work together to promote diversity, equity, and inclusion (DEI) in STEM education through creativity, authenticity, and networking. We analyzed data obtained from students who attended a recent workshop that are interested in going to graduate school. Our results show that despite low initial expectations for the workshop, many students were satisfied in the knowledge they gleaned. The future and role of diversity in STEM within these underrepresented groups lies in community support and an important role that they can play in the lives of others through DEI initiatives and throughout their careers all of which involves positive mentoring.
Notably, underrepresented minorities (URM) trainees often experience inadequate mentoring due to their mentor’s inexperience with URM groups, poor mentorship training, or a lack of understanding of their mentee’s journey.
Details
- Title: Subtitle
- The role of mentoring in promoting diversity equity and inclusion in STEM Education and Research
- Creators
- Andrea G Marshall - Vanderbilt UniversityZer Vue - Vanderbilt UniversityCaroline B Palavicino-Maggio - Harvard UniversityKit Neikirk - University of Hawaii at HiloHeather K Beasley - Vanderbilt UniversityEdgar Garza-LopezSandra A Murray - University of PittsburghDenise Martinez - University of IowaAmber Crabtree - Vanderbilt UniversityZachary C Conley - Vanderbilt UniversityLarry Vang - Vanderbilt UniversityJamaine S Davis - Meharry Medical CollegeKeesha L Powell-Roach - University of Tennessee Health Science CenterSusan Campbell - Virginia TechLillian J Brady - University of Southern CaliforniaAngyth B Dal - Vanderbilt UniversityBryanna Shao - Vanderbilt UniversityStefanie Alexander - Vanderbilt UniversityNancy Vang - Vanderbilt UniversityNeng Vue - Vanderbilt UniversityMein Vue - Vanderbilt UniversityHaysetta D Shuler - Winston-Salem State UniversityElsie C Spencer - University of IowaDerrick J Morton - University of Southern CaliforniaAntentor Hinton - Vanderbilt University
- Resource Type
- Journal article
- Publication Details
- Pathogens and disease, Vol.80(1), ftac019
- Publisher
- Oxford University Press
- DOI
- 10.1093/femspd/ftac019
- PMID
- 35713493
- PMCID
- PMC9302695
- ISSN
- 2049-632X
- eISSN
- 2049-632X
- Grant note
- DOI: 10.13039/100000002, name: NIH, award: 1K99DA052641-01, T32 5T32GM133353; DOI: 10.13039/100011350, name: Mosaic, award: 1K99GM141449-01; DOI: 10.13039/100002491, name: Bristol-Myers Squibb; DOI: 10.13039/100000861, name: Burroughs Wellcome Fund; DOI: 10.13039/100000001, name: NSF; DOI: 10.13039/100000152, name: MCB, award: 2011577I
- Language
- English
- Date published
- 06/17/2022
- Academic Unit
- Family and Community Medicine; Medicine Administration; University College Courses; Internal Medicine
- Record Identifier
- 9984297442602771
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