Abstract This mixed‐methods study examines the experience of the impostor phenomenon in a racially/ethnically and sexually diverse sample of undergraduates in majors related to science, technology, engineering, and math (STEM). Guided by an intersectionality framework, we examined whether experiences of the impostor phenomenon differ at the intersection of race, ethnicity, and sexual identity. Survey data from undergraduate STEM students ( N = 735), consisting of 559 (76%) racial/ethnic minorities, 169 (23%) lesbian, gay, bisexual, transgender, and queer/questioning (LGBTQ) individuals, and 119 (16.2%) racialized LGBTQ individuals, revealed racial/ethnic and LGBTQ differences in the impostor phenomenon. Findings also suggest that STEM students with at least one mentor reported lower levels of impostor phenomenon. This finding was not moderated by race/ethnicity or sexual identity, suggesting that mentoring may be a form of social support that offers equivalent benefits to students from diverse STEM educational backgrounds. To supplement the quantitative findings, we collected open and closed‐ended data from participants. Thematic analysis of these data provides insight into the range of coping strategies STEM students use when experiencing the impostor phenomenon. Implications and recommendations for research, theory, and policy are further discussed.

ABSTRACT Gender differences in creative thinking competency, career interest, and situated expectancy‐value beliefs in STEM, have been widely studied separately. This study brings these lines of research together by examining gender differences in the association between adolescents' perceived opportunities for creative thinking, creative thinking competency belief, and career interest in STEM, as well as the mediating role of STEM situated expectancy‐value beliefs. Results from structural equation models (SEMs) with 737 middle/high school students attending the Prefreshman Engineering Program (PREP) in the Southwestern United States showed that perceived opportunities for creative thinking in STEM education settings were positively associated with creative thinking competency belief and career interest in STEM, after controlling for pre‐measures and background characteristics. Multigroup SEM analyses indicated that there were no significant gender differences in the relationship between perceived opportunities for creative thinking in STEM and the two examined STEM outcomes in our student sample. A set of mediation analyses demonstrated that STEM expectancy belief, intrinsic value, and utility value serve as key mediators linking perceived opportunities for creative thinking in STEM to student STEM outcomes. However, only the indirect effect of perceived opportunities for creative thinking in STEM on creative thinking competency belief through STEM expectancy belief was significant for both girls and boys. The mediating effects of STEM intrinsic value on both outcomes and the mediating effect of STEM utility value on STEM career interest were only significant for boys and not girls. Taken together, the findings of this study advance our understanding of the benefits of opportunities for creative thinking in STEM for middle/high school students and the underlying mechanisms by which creative‐supporting contexts have influence on students STEM outcomes differently for girls and boys.

The pandemic of coronavirus disease 2019 (COVID-19) has severely affected the higher education system since Spring 2020. During the periods of school closures and limited in-person activities, engineering students and faculty experienced challenges in remote learning and mentoring activities. Funded by the National Science Foundation (NSF), this study surveyed 668 faculty and 3,385 undergraduate/graduate students in engineering from 94 institutions in 36 states across the country. Our findings indicated that several faculty and student subgroups were disproportionately negatively affected by the ongoing COVID-19 pandemic. Specifically, women engineering faculty and students encountered more challenges in transitioning to remote teaching and learning. Students with disabilities and those whose households experienced a loss of income during the COVID-19 pandemic faced more remote learning challenges, perceived less instrumental mentoring support, and were more likely to delay their graduate dates. Our structural equation modeling results showed that mentoring support could mitigate remote learning challenges and academic disruption for engineering students. The study underscores the importance of mentoring support during the crisis of a pandemic.

has worked in P-20 education for over 15 years as an instructor, coordinator, and director at the local, state, and national levels, with focus on underserved and low-SES student populations.Throughout his time in education, Ryan has been an advocate and implementor of equitable instructional practices that incorporate culturally responsive and student focused learning, including socio-emotional learning, project-based learning, and stakeholder involvement in curriculum and programing.Ryan's research interests include the implementation and effectiveness of student-centered

Objectives: The main purpose of this study was to examine (1) gender differences in remote teaching readiness and mental health problems among university faculty, and (2) to what extent remote teaching readiness is associated with mental health problems among university faculty, during the COVID-19 pandemic. Method: Survey participants of the study comprised 779 university faculty (58.2% men, 39.4% women, and 2.4% other gender identities or did not report) from 122 higher education institutions in the United States. Results: Chi-square tests and independent t-test findings showed that female faculty reported significantly greater remote teaching challenges - in terms of both technology and course design - and higher levels of anxiety and depression during the COVID-19 pandemic. Structural equation modelling results indicated that remote teaching readiness was associated with mental health problems among faculty during the COVID-19 pandemic. Conclusions: The findings suggest that gender differences in remote teaching readiness can partially explain the gender disparities in mental health problems among faculty, with female faculty being disadvantaged.

The Individual Development Plan (IDP) is a common mentoring tool in higher education. Students and postdoctoral researchers can use an IDP to facilitate conversations with their mentors and create action plans to support future goals. The entire process helps mentees achieve both short- and long-term objectives. Little is known about how historically underrepresented minority groups are supported during this process. This study investigated IDP implementation at 504 minority serving institutions (MSIs) that primarily serve African American, Hispanic/Latinx, and Native-American populations. Using content analysis, we systematically reviewed the publicly available IDP tools and policies at each MSI. Although several crucial mentoring components and implementation strategies were identified, there was a noticeable absence of emphasis on multicultural mentoring guidance and psychosocial support throughout the process. Our findings offer decision-makers and faculty mentors insights into supporting minority trainees and lay the foundation for future research in the field of IDPs.