The Experiences of Latinx STEM Doctoral Students with White Faculty STEM Mentors at Predominantly White Institutions

Abstract

Latinx students in the science, technology, engineering, and mathematics (STEM) disciplines often seek mentorship from STEM faculty who share the same racial or ethnic identity as they do because these individuals epitomize what success looks like and validates their identities and experiences. However, STEM is overly represented by White STEM faculty which means that Latinx STEM graduate students are likely to have a STEM mentor who identifies as White. Therefore, White faculty STEM mentors play a vital role in the access and success of Latinx STEM students. This qualitative study examined the mentoring experiences of 10 Latinx STEM doctoral students with their White faculty STEM mentors at predominantly White institutions (PWIs) utilizing Rendón’s (1994) Validation Theory. Validation Theory is an asset-based social justice theoretical framework aimed to understand how agents of higher education, such as faculty, can work with racially minoritized students, such as Latinx students, to build supportive relationship. Findings from this study demonstrated how Validation Theory was experienced by Latinx STEM doctoral students. Participants experienced both academic and interpersonal validation. However, majority of participants also experienced invalidation with their White faculty STEM mentors and STEM doctoral program. For instance, participants shared how their racial identity and lived experiences were not validated by their White faculty STEM mentors and STEM doctoral programs. Findings from this study indicate that White faculty STEM mentors and STEM doctoral programs must validate Latinx STEM doctoral students and work on cultivating inclusive spaces in STEM where their racial and intersecting social identities are welcome.