Document Type
Article
Journal/Book Title/Conference
Contemporary Educational Psychology
Volume
59
Publisher
Academic Press
Publication Date
6-21-2019
Award Number
NSF, Division of Engineering Education and Centers (EEC) 1653140
Funder
NSF, Division of Engineering Education and Centers (EEC)
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
First Page
1
Last Page
17
Abstract
In academic mentoring research, there is a need to include empirical designs that consider more sociocultural perspectives. The purpose of this exploratory study was to race re-image academic mentoring by considering its sociocultural perspectives (i.e., intersectionality, tokenism, and awareness).
For this, a qualitative-dominant, convergent mixed-methods approach was used to explore the perspectives and responses of twelve womxn graduate students and faculty involved in science and engineering research. Using multi-modal approaches that included two structured interviews and electrodermal activity (EDA) sensors, participants were asked to respond to case studies of achievement-, race-, and gender-equity through an academic mentoring lens.
Our qualitative findings suggested that across the interviews, issues of power, communication strategies, and awareness are predominant themes and needs of academic mentoring in theri respective disciplines. Furthermore, our quantitative findings supported the notion that throughout the interviews, varying forms of identities (e.g., social, institutional, discourse) appeared to predominate or interact throughout the cases explored. Together, the data points to the complex racial- and gender- influenced sociocultural perspectives of academic mentoring in science and engineering.
Recommended Citation
Idalis Villanueva, Marialuisa Di Stefano, Laura Gelles, Paul Vicioso Osoria, and Sheree Benson, A race re-imaged, intersectional approach to academic mentoring: Exploring the perspectives and responses of womxn in science and engineering research, Contemporary Educational Psychology 59 (2019), 101786.
