Abstract
In this, mixed-method exploratory sequential design study, we examined a multi-level state-wide mentoring program for underrepresented students in science, technology, engineering, and mathematics (STEM). This study examined faculty perspectives on the factors involved in, and the impact of, mentoring minoritized students at the critical retention-to-graduation stage. Between 2020 and 2022, an online survey and two rounds of focus group interviews were conducted with faculty members at participating institutions. Data were analyzed using an iterative, thematic coding method. Analysis of the comments from faculty focus groups and a faculty survey revealed eleven themes that codified the faculty member’s perspectives on mentoring. Specifically, to support underrepresented STEM students during the critical retention-to-graduation stage from community college to doctoral degree achievement. This manuscript focuses on the faculty research question and examines the themes that emerged and the perspectives of the faculty mentors on mentoring.
Recommended Citation
Warner, T., Nixon, S., McNeil, T., Green, D., & ROBINSON, J. T. (2024). Faculty perspectives on research mentoring across a multi-level statewide LSAMP Alliance. The Journal of the Research Association of Minority Professors, 26(2). Retrieved from https://digitalcommons.pvamu.edu/jramp/vol26/iss2/3
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