Changing the Face of STEM: Review of Literature on The Role of Mentors in the Success of Undergraduate Black Women in STEM Education

The lack of ethnic and gender diversity in STEM undergraduate programs may lead to diversity and equity issues in STEM careers. However, some research suggests that mentoring influences the career trajectory of Black undergraduate women students in STEM. The investigation into these phenomena highlights suggestions for future research on mentoring Black undergraduate women in STEM. More recently, empirical research on mentoring among Black women have gained some momentum. Furthermore, with the increasing diversity and inclusivity demands from #ShutdownSTEM, in support of the Black Lives Matter movement, there is a focus on correcting barriers to access in STEM. Therefore, this conceptual paper reviews the literature on mentoring undergraduate Black women in STEM, effective mentoring best practices, and future research and policymaking suggestions. Introduction In 2017-2018, Black women of African descent earned only 2.9% of bachelor's degrees across science, technology, engineering, and math (STEM) fields (National Science Foundation, 2019a). Amid experiences of being ignored, marginalized, and isolated due to the lack of access to Black women peers and mentors (Charleston et al., 2014), there is a growing research interest in factors that predict the persistence of undergraduate Black women in STEM (Kerr et al., 2012; Perna et al., 2009). Several scholars have explored the success of Historically Black Colleges and Universities (HBCUs) in graduating Black students, particularly Black women, in STEM. Gasman and Nguyen's (2014) study broadly explored HBCUs' specific contributions to the success of Black students in STEM. They revealed four major themes: peers mentoring peers, undergraduate research experience, celebrating success in STEM, and same-gender and race faculty role models. These themes of mentorship permeate the HBCU STEM success literature (Gasman & Nguyen, 2014; Meador, 2018; Palmer et al., 2011). However, little research has focused explicitly on the impact of mentoring on STEM success based on race and gender. In concentrating on mentorship among undergraduate Black women in STEM, this paper extends research on mentorship of Black women students in STEM by applying an intersectional lens to the understudied domain of the impact of mentoring on the academic success of Black undergraduate women in STEM. Given previous research, scholars point to the need for more race and gender-based (RGB) mentoring for Black women STEM students (McGee & Bentley, 2017). Mentoring is the developmental relationship between a more experienced individual (mentor) and a less experienced individual. The mentor supports personal and professional development (Crisp & Cruz, 2009; Eby et al., 2007). Past research has shown that mentoring, especially same race and gender-based mentoring, is seen as an effective method to recruit and retain women and people ISSN: 2168-9083 digitalcommons.uncfsu. edu/jri 1 JOURNAL OF RESEARCH INITIATIVES VOLUME 5 ISSUE 3 SEPTEMBER 2021 of color in STEM education and careers (Hernandez et al., 2017). Furthermore, it is argued that establishing mentor relationships can help Black women students resist assumptions about Black women's experiences in STEM (Sanchez et al., 2020). Although targeted efforts are designed to increase Black women students’ continued participation in STEM (Charleston et al., 2014), retaining and matriculating undergraduate Black women in STEM continues to be a challenge. Thus, we present a conceptual paper that gathers research on the characteristics and best practices on mentoring undergraduate Black women in STEM, which has implications for broadening the participation of Black women in STEM education and careers. Theoretical Perspectives in Mentoring Undergraduate Black Women in STEM There are several theoretical perspectives in the literature shown to be effective in mentoring STEM students. Traditional mentoring theories include hierarchical mentoring, where faculty mentor students and students mentor others, usually their peers (Wilson et al., 2012). This model focuses on the reciprocal responsibility of each student to reinforce positive and successful strategies they learned to their peers. In addition, peer mentoring models are often seen as a "professional, working alliance" in which students work, learn, and support each other (Rockinson-Szapkiw, Wendt, & Stephen, 2021, p. 2). Variations of this model are beneficial among racial and ethnic minority women, particularly those persisting in STEM (Graham & McClain, 2019; Ireland et al., 2018; Mondisa, 2018). Examining more culturally relevant and responsive mentoring models, a prominent theory used when exploring mentoring among Black women in STEM education is Black Feminist Thought (BFT). BFT is a theoretical framework that centers on the collective experiences and standpoints for Black women (Collins, 1990). The main tenets of Black feminist thought to focus on 1) the importance of Black women's self-definition and selfvaluation, 2) Black women's identities must be viewed through interlocking nature of race, gender, and class oppression, among other identities, and 3) the importance of recognizing Black women's shared culture to better understand their daily lives within institutions, such as family, church, and academia. As such, BFT gives a voice to Black women mentoring relationships because the mentor and mentee often share similar experiences based on their intersectional race and gender identities (Collins, 1990). Building from BFT, intersectionality is a framework to explain the interlocking systems of privilege and oppression relative to social identities such as race, gender, class, and sexual orientation (Crenshaw, 1991). Using an intersectional lens, it addresses the double marginalization of being Black and a woman. BFT empowers Black women within the context of social justice based on their intersecting experiences of oppression (Collins, 1990). BFT urges educational leaders to understand that Black women have experiences that women who are "members of the majority group do not experience" (Williams et al., 2005, p. 183). BFT, viewed through an intersectional framework, is critical to understanding how mentorship leads to success among Black women's persistence in STEM. As such, Rasheem et al. (2018) utilized the BFT to capture the essence of mentorship, experiences, and the voices of Black women in STEM graduate programs. One of the study's significant findings was the high importance of having a mentor who has a shared viewpoint and identity who could relate to their journey and assist in navigating the academy. Borum and Walker (2012) also used BFT to explore Black women's post-secondary experiences, mainly STEM. Mentoring was a critical factor in the retention and success of the Black women in the study. Additionally, participants vocalized the positive impact of mentoring on their personal and professional lives and noted that ISSN: 2168-9083 digitalcommons.uncfsu. edu/jri 2 JOURNAL OF RESEARCH INITIATIVES VOLUME 5 ISSUE 3 SEPTEMBER 2021 mentoring consisted of structural and informal mentorship through academic, familial, and churches. In summary, this research highlights the significance of using BFT to understand the mentoring needs and experiences of Black undergraduate women in STEM. Literature Review Mentoring undergraduate Black women in STEM has led to the success and persistence of Black women obtaining STEM degrees. Previous research on mentoring in STEM for undergraduate students from underrepresented groups, such as Black women, will be discussed. First, we will review pertinent research in this area, discuss limitations in the study, and provide suggestions for future research. Then, we will discuss the implications of this research for practice and policy. Faculty Mentoring and STEM Success of Black Women A rigorous K-12 preparation in STEM courses, high expectations of teachers (elementary & secondary), strong teacher/student relationships, and volunteering experiences are all factors that support the STEM success of students of color (Palmer, Maramba, & Dancy, 2011). Key among them is faculty mentoring, which is central to the success of STEM majors (Hunter et al. 2007; Munawar 2015, National Science Foundation, 2019b), especially the recruitment and retention of Black women STEM majors (Amaya et al., 2018; Bonous-Hammarth, 2000; Hurtado et al., 2008). One type of mentorship that is critical to the persistence of Black women in STEM is faculty and professional mentoring relationships. Previous research suggests that faculty mentors provide support across three dimensions: psychosocial support (counseling, encouragement, and role modeling), instrumental support (coaching and providing opportunities for professional advancement such as research experience), and co-authoring experiences (collaborative presentations and research publications; Eby et al., 2013; Jacobi, 1991). Furthermore, faculty who guide with research and meaningful scholarly activity becomes a powerful instructional resource (National Science Foundation, 2019b). Grandy (1998) emphasized that the support students of color, including Black women, receive from faculty impacts their grades and positively relates to their commitment to STEM. Bonous-Hammarth (2000) explained that students of color, including Black women, who receive mentoring in college are more likely to succeed in STEM education. Research on the advantages of faculty mentoring of Black students in STEM often examines outcomes at the aggregate level (e.g., Black women and men; Reddick, 2011), while research on students of color in STEM is limited and does not include the intersection of race and gender (Linn et al., 2015). Understanding the successful qualities in faculty mentoring of Black undergraduate women's success in STEM is an important start to theorize about the impact of faculty mentoring on students who experience double marginalization in STE