Literature
Learn more about our approach to Culturally Responsive Mentoring. Review our resources below which were used in our Culturally Responsive Mentoring program for our faculty.
Authors: Albright, Jamie N; Hurd, Noelle M; Hussain, Saida B.
American Journal of Community Psychology; MaconVol. 59, Iss. 3/4, (Jun 2017): 363-381. DOI:10.1002/ajcp.12143
Abstract: Youth mentoring interventions are often designed with the intention of promoting improved outcomes among marginalized youth. Despite their promise to reduce inequality through the provision of novel opportunities and increased social capital to marginalized youth, youth mentoring interventions hold the potential to reproduce rather than reduce inequality. In the current review, we explore literature on youth mentoring that has incorporated a social justice lens. We conclude that there is a need for greater attention to principles of social justice in the design, implementation, and evaluation of youth mentoring interventions. After reviewing the literature, we make recommendations for research and practice based on a social justice perspective and explore alternatives to traditional youth mentoring that may allow for better alignment with social justice principles.
Authors: Becky Wai-Ling Packard, Norman L. Fortenberry, and Norman L. Fortenberry
Description: Successful STEM Mentoring Initiatives for Underrepresented College Studentsis a step-by-step, research-based guide for higher education faculty and administrators who are charged with designing mentoring programs to recruit and retain students from underrepresented groups. Written by an acknowledged expert in the field of STEM mentoring, the book constitutes a virtual consultant that enables readers to diagnose the issues they face, identify priorities, and implement appropriate practices to achieve their goals. The book describes the real and perceived barriers that underrepresented students--to include women, students of color, transfer students, and first-generation college students--encounter when considering enrollment, or participating, in science courses; considers the issues they face at the various transitions in their education, from entering college to declaring a major and moving on to a profession; and sets out the range of mentoring options available to program designers. By posing key questions and using three running case illustrations of common dilemmas, the book walks readers through the process of matching the best design options with the particular needs and resources of their own department or campus. Intentionally brief and to the point, the book is nonetheless a comprehensive guide to the full range mentoring models and best practices, that also covers issues of institutional and departmental climate and teaching methods, and offers insider insights to help designers avoid pitfalls as they create effective, sustainable mentoring initiatives. This guide will assist administrators working on new initiatives tobroaden access and improve persistence and graduation in their programs, as well as apply for research grants, by clarifying objectives and identifying the effective evidence-based practices to achieve them. It also provides common conversation-starters for departments to identify obstacles to enrollment and broaden participation.
The Science of Equality in Education
The impact of implicit bias, racial anxiety, and stereotype threat on student outcomes
Description: Research indicates that teachers, like everyone, are subject to an array of biases and anxieties associated with race and ethnicity, which can affect their judgments of student behavior and their relational dynamics with students (Harber et al., 2012; Okonofua & Eberhardt, 2015; Godsil et al., 2014; Fergus, 2016). Understanding the mechanisms that underlie biases, anxieties, and relational dynamics is the firststep to disrupting them, and moving us toward effective strategies that can achieve equity across diverse populations of students.
Understanding the Impact of COVID-19 on University of Arizona’s Undergraduate STEM Students
Authors: Dr. Stephanie Murphy & Dr. Jill Williams
Description: While early research indicates that students overall are being negatively impacted by the COVID-19 crisis,the unique characteristics and challenges of STEM fields raise important questions regarding how the pandemic may affect STEM student academic progress and career paths. In order to begin understanding how STEM student in particular are experiencing COVID, we developed a survey to assess impacts on:
- STEM academic experience and progress;
- STEM persistence;and
- STEM related career and professional development.
