The Role of Mentoring as a Critical Innovation in Postbaccalaureate Programs Designed to Increase Representation of Women of Color in STEM Graduate Programs.
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| Title: | The Role of Mentoring as a Critical Innovation in Postbaccalaureate Programs Designed to Increase Representation of Women of Color in STEM Graduate Programs. |
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| Authors: | Mangum, Laurenia C.1 (AUTHOR) lmangumc@uic.edu, Booth, Jaime M.2 (AUTHOR), Copeland, Valire C.2 (AUTHOR) |
| Source: | Innovative Higher Education. Dec2025, Vol. 50 Issue 6, p2241-2268. 28p. |
| Subject Terms: | *Mentoring in education, *Bachelor's degree, *STEM education, *Graduate education, Women of color |
| Abstract: | Postbaccalaureate programs have become essential in addressing the underrepresentation of racial/ethnic minoritized and socially disadvantaged groups in science, technology, engineering, and mathematics (STEM) graduate programs. By maximizing institutional resources, which facilitate technical training, lab exposure, and specialized mentoring support, postbaccalaureate programs create a pathway for increasing the representation of people of color in STEM fields. While this may be the case, there is a dearth of literature on the lived experiences of underrepresented women of color participating in STEM postbaccalaureate programs. Moreover, descriptive accounts of women of color mentorship experiences in STEM postbaccalaureate programs are under-researched. As such, this study explored the mentorship experiences of Black and Latina women participating in a postbaccalaureate STEM program in a mid-western, research-intensive (R1), predominantly white institution (PWI). As part of a larger evaluation study of the Hot Metal Bridge (HMB) program, transcripts of past participants who identified as Black or Latina women (N = 25) were analyzed using thematic analysis. Four themes representing the experiences of Black and Latina women were generated: 1) mentor–mentee discordance, 2) mentor's commitment, 3) effective mentee-mentor communication, and 4) research supervision and training dynamics. Findings suggest that mentoring was a unique innovation within HMB, which contributed to the success of Black and Latina women pursuing STEM graduate education. Thus, mentorship should be viewed as an integral innovation of postbaccalaureate STEM programs for women of color. [ABSTRACT FROM AUTHOR] |
| Copyright of Innovative Higher Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 189417203 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: The Role of Mentoring as a Critical Innovation in Postbaccalaureate Programs Designed to Increase Representation of Women of Color in STEM Graduate Programs. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Mangum%2C+Laurenia+C%2E%22">Mangum, Laurenia C.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> lmangumc@uic.edu</i><br /><searchLink fieldCode="AR" term="%22Booth%2C+Jaime+M%2E%22">Booth, Jaime M.</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Copeland%2C+Valire+C%2E%22">Copeland, Valire C.</searchLink><relatesTo>2</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Innovative+Higher+Education%22">Innovative Higher Education</searchLink>. Dec2025, Vol. 50 Issue 6, p2241-2268. 28p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Mentoring+in+education%22">Mentoring in education</searchLink><br />*<searchLink fieldCode="DE" term="%22Bachelor's+degree%22">Bachelor's degree</searchLink><br />*<searchLink fieldCode="DE" term="%22STEM+education%22">STEM education</searchLink><br />*<searchLink fieldCode="DE" term="%22Graduate+education%22">Graduate education</searchLink><br /><searchLink fieldCode="DE" term="%22Women+of+color%22">Women of color</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Postbaccalaureate programs have become essential in addressing the underrepresentation of racial/ethnic minoritized and socially disadvantaged groups in science, technology, engineering, and mathematics (STEM) graduate programs. By maximizing institutional resources, which facilitate technical training, lab exposure, and specialized mentoring support, postbaccalaureate programs create a pathway for increasing the representation of people of color in STEM fields. While this may be the case, there is a dearth of literature on the lived experiences of underrepresented women of color participating in STEM postbaccalaureate programs. Moreover, descriptive accounts of women of color mentorship experiences in STEM postbaccalaureate programs are under-researched. As such, this study explored the mentorship experiences of Black and Latina women participating in a postbaccalaureate STEM program in a mid-western, research-intensive (R1), predominantly white institution (PWI). As part of a larger evaluation study of the Hot Metal Bridge (HMB) program, transcripts of past participants who identified as Black or Latina women (N = 25) were analyzed using thematic analysis. Four themes representing the experiences of Black and Latina women were generated: 1) mentor–mentee discordance, 2) mentor's commitment, 3) effective mentee-mentor communication, and 4) research supervision and training dynamics. Findings suggest that mentoring was a unique innovation within HMB, which contributed to the success of Black and Latina women pursuing STEM graduate education. Thus, mentorship should be viewed as an integral innovation of postbaccalaureate STEM programs for women of color. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Innovative Higher Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10755-025-09792-2 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 28 StartPage: 2241 Subjects: – SubjectFull: Mentoring in education Type: general – SubjectFull: Bachelor's degree Type: general – SubjectFull: STEM education Type: general – SubjectFull: Graduate education Type: general – SubjectFull: Women of color Type: general Titles: – TitleFull: The Role of Mentoring as a Critical Innovation in Postbaccalaureate Programs Designed to Increase Representation of Women of Color in STEM Graduate Programs. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Mangum, Laurenia C. – PersonEntity: Name: NameFull: Booth, Jaime M. – PersonEntity: Name: NameFull: Copeland, Valire C. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Text: Dec2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 07425627 Numbering: – Type: volume Value: 50 – Type: issue Value: 6 Titles: – TitleFull: Innovative Higher Education Type: main |
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