A Race Re-Imaged, Intersectional Approach to Academic Mentoring: Exploring the Perspectives and Responses of Womxn in Science and Engineering Research

Published on Oct 1, 2019in Contemporary Educational Psychology2.48
· DOI :10.1016/j.cedpsych.2019.101786
Idalis Villanueva2
Estimated H-index: 2
(USU: Utah State University),
Marialuisa Di Stefano1
Estimated H-index: 1
(UMass: University of Massachusetts Amherst)
+ 2 AuthorsSheree Benson (USU: Utah State University)
Abstract In academic mentoring research, there is a need to include empirical designs that considers more sociocultural perspectives. The purpose of this exploratory study was to race re-imagine academic mentoring by considering its sociocultural perspectives (i.e., intersectionality, tokenism, and awareness). For this, a qualitative-dominant mixed-methods approach was used to explore the perspectives and responses of twelve womxn graduate students and faculty involved in science and engineering research. Using multi-modal approaches that includes two structured interviews and electrodermal activity (EDA) sensors, participants were asked to respond to case studies of achievement-, race-, and gender-equity around academic mentoring. Our qualitative findings suggested that across the interviews, issues of power, communication strategies, and awareness are predominant themes of academic mentoring that warrant further exploration in their respective disciplines. Furthermore, our quantitative findings supported the notion that throughout the interviews, varying forms of identities (e.g., social, institutional, discourse) appeared to predominate or interact throughout the cases explored. Together, the data points to the complex racial- and gender- influenced sociocultural perspectives of academic mentoring. ‘
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