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Yaya-Bryson, D., & Merriweather, L. R.
Sustaining mentoring communities of practice. The Chronicle of Mentoring & Coaching, 9(2), 35-46 (2025).
https://doi.org/10.62935/j2009d
| Citation (APA): |
Yaya-Bryson, D., & Merriweather, L. R. (2025). The role of culture in STEM doctoral mentoring relationships: A qualitative meta-analysis of student and faculty dyad. The Chronicle of Mentoring & Coaching, 9(2), 35-46. https://doi.org/10.62935/j2009d |
While STEM-sourced innovations continue to catalyze social dynamics globally, in the U.S. context, the STEM doctoral programs remain disconnected from racially and ethnically minoritized (REM) populations. REM doctoral students and faculty are almost destined to encounter cross-cultural interactions due to underrepresentation. This qualitative meta-analysis study, based on multiple embedded case studies, explores the dynamics of cross-cultural doctoral mentorship practices in STEM fields from both student and faculty perspectives. Findings reveal that racially minoritized doctoral students often feel neglected and encounter bias, while most STEM faculty lack formal mentoring training, relying on trial and error without cross-cultural awareness. In response, the researchers discussed the need for faculty development programs to foster “culturally liberative mentoring” practices that support students’ diverse needs.
Keywords: STEM doctorale,ducation, mentoring relationships, cross-cultural education
Acknowledgement: Special thanks to Drs. Douglas, Howell, Gnanadass, Lambert, Sanczyk, and Villanueva for their collaboration throughout this project.
This material is based upon work supported by the National Science Foundation under Grant Nos. 1820536, 1820538, and 1820582. Any opinions, findings, conclusions, or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.
