We conducted a meta-synthesis review of existing literature on science, technology, engineering, and math (STEM) mentoring programs for women. Critical feminist theory (CFT) was used to understand how mentoring programs support retention and occupational advancement of women in traditionally male-dominated STEM fields. Four primary strands of CFT were explored: gender, oppression/patriarchy, social institutions, and systemic change. Traditional models of mentoring encompass varied approaches, including institutionally enforced programs, formal and informal programs, paired peer grouping, as well as face-to-face and online forums. However, low levels of retention and self-stated lack of professional satisfaction for women in STEM fields continue to plague those professions. This study reviews the literature on mentoring programs that have been implemented to support women in STEM, thus adding to the epistemology of mentoring women in STEM through feminist discourse.

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STEM 指导计划的批判性女权主义分析：现有文献的元综合

我们对现有的关于女性科学、技术、工程和数学 (STEM) 指导计划的文献进行了综合审查。批判女权主义理论 (CFT) 用于了解指导计划如何支持女性在传统男性主导的 STEM 领域的保留和职业发展。探讨了 CFT 的四个主要方面：性别、压迫/父权制、社会制度和系统性变革。传统的指导模式包含多种方法，包括制度强制执行的计划、正式和非正式计划、配对同伴分组以及面对面和在线论坛。然而，女性在 STEM 领域的低保留率和自称缺乏专业满意度继续困扰着这些职业。