Purpose

The purpose of this research study was to explore U.S. STEM faculty’s perceptions of culturally responsive mentoring underrepresented doctoral students in STEM programs. The research question that guided this study was “How do STEM doctoral faculty mentors engage in culturally responsive mentoring?

Design/methodology/approach

A case study research design was used and included findings from an embedded case drawn from a larger ongoing study. Six STEM faculty participants provided in-depth insights into the dynamic nature of the culturally responsive mentoring journey through semi-structured interviews that were analyzed using thematic analysis. The theoretical framework for this research study was grounded in the ideas posited by culturally responsive pedagogy.

Findings

The findings revealed three themes related to the mentoring journeys experienced by the faculty fellows: an academic journey, an intentional journey, and a subliminal journey.

Research limitations/implications

The findings of this research provide significant contribution to the current literature on mentoring and point to the importance of continuous, structured research efforts to increase the quality of mentoring for URM students in doctoral STEM programs.

Practical implications

STEM faculty could benefit from participating in mentor training framed by culturally responsive pedagogy. Future research is needed to explore the mentor training needs of STEM faculty in other environments, including contexts outside the United States.

Originality/value

This study extends understanding of STEM faculty's knowledge, dispositions, and abilities of culturally responsive mentoring and emphasizes the need for ongoing professional development training in this area.

中文翻译：

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STEM 博士指导：呼吁进行有意识的文化响应之旅

目的

本研究的目的是探讨美国 STEM 教师对 STEM 项目中缺乏文化响应性指导的博士生的看法。指导这项研究的研究问题是“STEM 博士生导师如何参与文化响应式指导？

设计/方法/方法

使用了案例研究研究设计，其中包括从一项更大的正在进行的研究中得出的嵌入式案例的结果。六名 STEM 教师参与者通过使用主题分析进行分析的半结构化访谈，深入了解了文化响应式指导之旅的动态本质。本研究的理论框架基于文化响应教育学提出的思想。

调查结果

调查结果揭示了与教职员工经历的指导之旅相关的三个主题：学术之旅、有意之旅和潜意识之旅。

研究限制/影响

这项研究的结果对当前有关指导的文献做出了重大贡献，并指出了持续、结构化的研究工作对提高 URM 博士 STEM 项目学生指导质量的重要性。

实际意义

STEM 教师可以从参与以文化响应式教学法为框架的导师培训中受益。未来的研究需要探索其他环境中 STEM 教师的导师培训需求，包括美国以外的环境。

原创性/价值

这项研究扩展了对 STEM 教师的知识、性格和文化响应指导能力的理解，并强调了在该领域进行持续专业发展培训的必要性。