AI Article Synopsis
- The STEM workforce and advanced degree holders still show low representation of traditionally underrepresented groups (URGs), hindering diversity in academic faculty and student engagement.
- This lack of diverse faculty can negatively impact STEM student retention since students have fewer role models to connect with.
- The UMBC STEM BUILD program created a career-focused mentoring initiative that includes various STEM professions, aiming to enhance career development for two-year STEM students from URGs.
Article Abstract
The racial and gender composition of the STEM workforce and holders of advanced degrees still has low representation from those traditionally underrepresented groups (URGs) in STEM. Having little representation of URGs in the STEM workforce, especially among academic faculty, perpetuates the issue of STEM students having few, if any, diverse STEM faculty to engage which has been shown to hinder retention in STEM. While involving STEM students from URGs in research mentoring experiences with non-minority faculty mentors addresses this issue to some extent, it also may limit a student's exposure to STEM careers beyond academic research which may help retain them. Thus, the UMBC STEM BUILD program developed and implemented a career-focused mentoring program that included a broad array of STEM professions from URGs to support career development of 2 year STEM students.
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Source |
|---|---|
| http://www.ncbi.nlm.nih.gov/pmc/articles/PMC11444674 | PMC |
| http://dx.doi.org/10.62935/yg5404 | DOI Listing |
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