Despite various efforts to broaden participation, racially marginalized students (i.e., Black, Hispanic/Latinx, and American Indian/Alaskan Native identifying people) continue to be underrepresented in Science, Technology, Engineering, and Math (STEM) fields and careers. Mentoring is recognized as a mechanism that has been shown to support the persistence and success of racially marginalized students in STEM through providing relevant resources, psychosocial support, and fostering identity development. This quantitative work aims to understand the mentoring competencies of mentors who support racially marginalized students in STEM. To promote effective mentoring, it is essential to understand the mentoring competencies of mentors from the perspective of both mentors and mentees. Understanding how mentees perceive various mentoring competencies can help mentors understand deficiencies in their skills to improve their mentoring practices.

This work presents the research methods and preliminary results from a pilot study that assesses mentoring approaches used to support racially minoritized students in science, technology, engineering, and mathematics (STEM) fields.There is a national imperative to broaden participation of racially minoritized undergraduates in STEM fields as evidenced by reports and the recent calls for social justice and equity in these fields.In STEM, mentoring has been recognized as a mechanism that can help to support racially minoritized student populations (e.g., persons who identify as Black, Hispanic/Latinx, and American Indian/Alaskan Native).Yet for mentors in higher education, minimal examples exist that detail effective mentoring approaches, strategies, and competencies that support the persistence and success of minoritized mentees in STEM.In better understanding mentoring approaches, we can make visible how to better mentor these populations and help to employ more equitable mentoring participation.The research question guiding this study is: What approaches are used by mentors who help racially minoritized undergraduate mentees persist in STEM fields?Mentoring literature and two theoretical frameworks were leveraged to situate these mentoring experiences.Intersectionality theory is used to explore the role of compounding minoritized identities within the power contexts (i.e., structural, hegemonic, disciplinary, and interpersonal) of higher education.Community cultural wealth is also used as a lens to examine six forms of capital (i.e., family, social, navigational, aspirational, resistant, and linguistic) that may be used in mentoring practices with minoritized students.This paper will present the methods and findings from the pilot study, centering on the development of the team's interview protocol.This work will provide insights about the piloting process of a larger study as well as initial emergent themes about the approaches and experiences of mentors who mentor minoritized undergraduate students in STEM.

Abstract Undergraduate and graduate students need professional development skills to form expertise applicable to any job or future career. Mentoring is a way that students can learn how to engage in professional development. Likewise, students can learn professional development skills from mentors who they look to for expanding their knowledge base. To help address the needs of undergraduate and graduate students in engineering, the principal investigator developed and facilitated the Mentoring and Professional Development in Engineering Education (MPD-E2) Program. For this study, we examined the program's general functions and elements using session notes and discussion of our observations. The guiding research question for this study is: what are some elements of a mentoring and professional development program that students value? In this work, we present details about the elements of the program that support student development and insights about potential future opportunities for these types of programs.