Owing to an undergraduate demographic transition in STEM, Latinx students are likely to work with faculty from different backgrounds when participating in undergraduate research experiences (UREs). However, the effects of mentor–mentee demographic discordance on student STEM development are unclear. This paper examines how mentoring discordance affects Latinx students’ intentions to pursue graduate school and research productivity. We collected data from participants in a multiyear, multi-institutional URE program (n = 171 dyads), which we analyzed using multivariable generalized estimating equations. Results indicate that compared with gender concordance, gender discordance was associated with a 17% increase in intent to pursue graduate school for Latina students. Compared with racial/ethnic concordance, racial/ethnic discordance was associated with a 38% increase in intent to pursue graduate school for Latino students. When paired with gender discordant mentors, Latina students were 70% less likely to present their URE projects at a professional conference. When faculty mentors were culturally competent and interacted with mentees frequently, Latinx students became more interested in pursuing graduate school. Because mentors from different demographic backgrounds contribute to the development of Latinx STEM students in varied ways, URE program directors should integrate opportunities for multiple mentorships.

中文翻译：

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导师-受指导者不一致对拉丁裔本科生追求研究生院和研究生产力的意图的影响

由于 STEM 本科生人口结构的转变，拉丁裔学生在参与本科生研究经历 (UREs) 时可能会与来自不同背景的教师一起工作。然而，导师与学员的人口统计学差异对学生 STEM 发展的影响尚不清楚。本文探讨了指导不一致如何影响拉丁裔学生追求研究生院和研究生产力的意图。我们从一个多年、多机构的 URE 项目的参与者那里收集了数据（n = 171 dyads），我们使用多变量广义估计方程对其进行分析。结果表明，与性别一致性相比，性别不一致与拉丁裔学生攻读研究生的意向增加 17% 相关。与种族/民族和谐相比，种族/民族不和谐与拉丁裔学生攻读研究生的意向增加了 38%。当与性别不一致的导师配对时，拉丁裔学生在专业会议上展示他们的 URE 项目的可能性降低了 70%。当教师导师具有文化能力并经常与学员互动时，拉丁裔学生对攻读研究生变得更加感兴趣。因为来自不同人口背景的导师以不同的方式为拉丁裔 STEM 学生的发展做出了贡献，