Cross-cultural mentorships with Black and Brown US STEM Doctoral Students: Unpacking the Perceptions of International Faculty
Cross-cultural mentorships with Black and Brown US STEM Doctoral Students: Unpacking the Perceptions of International Faculty
复制标题
DOI：
10.1109/fie56618.2022.9962715
复制
发表时间：
2022-10
期刊：
影响因子：
--
通讯作者：
Lisa R. Merriweather;Cathy D. Howell;Edith Gnanadass
中科院分区：
文献类型：
--
作者：
Lisa R. Merriweather;Cathy D. Howell;Edith Gnanadass
这篇完整的论文询问了美国大学国际STEM博士教师指导的看法。国际教师构成了美国第二大STEM教师群体，但人们对他们对指导的看法知之甚少。文献告知跨文化指导的重要性，这是由各种因素，特别是社会文化和社会政治问题的影响。由于美国机构中黑人和棕色STEM教师的数量很少，大多数美国代表性不足的种族少数民族学生都有白色或国际的博士教师导师。这些学生受到负面影响时，这些跨文化的指导未能文化解放。本研究以访谈法为研究方法，透过质性个案研究，了解美国STEM博士班国际教师教学的观点。使用归纳常数比较分析，该研究确定了三种模式相对于STEM博士国际教师的指导：注重语用学，科学文化的种族和文化中立，以及有限的同情能力与边缘化的“其他”，尽管边缘化的国际教师。三个影响的基础上的研究结果。STEM博士教育应该将指导重新想象为全面的，嵌入并对文化理解负责，国际教师应该利用自己的边缘化经验，与种族少数的美国STEM博士生建立联系，并更好地应对他们的需求，国际教师应该参与反种族主义和反种族歧视的活动。对黑人种族主义进行培训，使其认识到隐性偏见和缺乏文化知识渗透辅导做法的方式。
This full paper interrogates the perceptions of mentoring of international STEM doctoral faculty at US universities. International faculty comprise the second largest STEM faculty population in the US, yet little is known about their perceptions surrounding mentoring. Literature informs on the importance of cross-cultural mentoring which is impacted by various factors especially sociocultural and sociopolitical concerns. As a result of the miniscule number of Black and Brown STEM faculty at US institutions, most US underrepresented racially minoritized students have doctoral faculty mentors who are either White or international. These students are negatively impacted when these cross-cultural mentorships fail to be culturally liberative. A qualitative case study using interviewing as method was employed to better understand the perspectives of international faculty teaching in US STEM doctoral programs. Using inductive constant comparative analysis, the study identified three patterns relative to STEM doctoral mentoring by international faculty: focus on pragmatics, science culture as race and culture neutral, and limited ability to empathize with the marginalization of "the other" in spite of marginalization as international faculty. Three implications were developed based on the findings. STEM doctoral education should reimagine mentoring as holistic, embedded in and accountable to cultural understanding, international faculty should draw on their own experiences of marginalization to connect with and better respond to the needs of racially minoritized US STEM doctoral students and international faculty should engage in anti-racism and anti-Black racism training to become aware of ways in which implicit bias and lack of cultural knowledge infiltrates mentoring practice.