Abstract

There is a growing need to diversify the science, technology, engineering, and math (STEM) workforce to better address complex societal challenges and drive innovation. However, persistent disparities limit the retention and advancement of underrepresented minorities (URMs) as leaders in STEM. Mentorship has emerged as a promising practice to address these challenges, yet a gap in the literature remains regarding the impact mentorship had on URM STEM leaders’ personal and professional development. This study responds to that gap by exploring the lived experiences of URM STEM leaders and their perceptions of how mentorship shaped their career development, psychosocial growth, and identity formation. Guided by Kram’s (1985) mentor role theory and culturally responsive mentorship (CRM), the researcher conducted a qualitative phenomenological study to better understand these experiences.

The study sample included 11 URM STEM leaders residing in the United States. Based on semi-structured interviews, eight themes emerged related to career and psychosocial development, cultural identity and meaningful alignment, and the role of mentorship on establishing a STEM identity. Upon review of the themes and literature, four study conclusions were developed: (a) trust-based mentorship enables honest dialogue, lifelong connections, and meaningful personal and professional growth; (b) an identity-centered approach yields more authentic, effective, and affirming mentorship experiences; (c) cultural identity and meaningful alignment are key factors in mentor selection; and (d) mentorship plays a crucial role in shaping URMs' STEM identity. These four study conclusions highlight the necessity of adopting an identity-centered approach to enable effective mentorship for URMs in STEM. As a result, this study builds upon Kram’s (1985) mentor role theory by proposing a foundational component—referred to as the identity-centered foundation—that precedes and strengthens the traditional career and psychosocial functions of mentorship.

Library of Congress Subject Headings

Minorities in science—United States; Mentoring in science—United States; Science—Study and teaching (Higher) —Social aspects

Date of Award

2025

School Affiliation

Graduate School of Education and Psychology

Department/Program

Education

Degree Type

Dissertation

Degree Name

Doctorate

Faculty Advisor

Seung Lee

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