Abstract
Underrepresented minority women in STEM comprise the faculty group most likely to leave academia. To address this issue we instituted a program called “Amplifying Voices,” a virtual, mutual mentoring program linking four groups of six women across 20 institutions. We facilitated bi-weekly Zoom meetings for two years and evaluated the effectiveness of the program. Participants reported reduced isolation, increased confidence, and enhanced self-efficacy. The groups were considered most successful when comprised of women who had similar career goals, but different perspectives, experiences, academic ranks and institutional affiliations. To inform future mentoring efforts, we identified issues and strategies frequently discussed in meetings.
Similar content being viewed by others
Notes
NEAGEP institutions include Bennett College; Boston University; Jackson State University; Lincoln University; Medgar Evers College; Massachusetts Institute of Technology; Pennsylvania State University; Rutgers the State University of New Jersey; and the Universities of Connecticut, Maine, Massachusetts, New Hampshire, Puerto Rico Mayaguez, Rhode Island, and Vermont.
References
Anderson, K. V., Bonewits, S. L., Carter, M. K., Burek, P. J., Procopio, C., Sheeler, K. K. H., & Tate, H. (2004). Voices about choices: The role of female networks in affirming life choices in the academy. Women's Studies in Communication, 27, 88–110.
Beech, B. M., Calles-Escandon, J., Hairston, K. G., Langdon, S. E., Latham-Sadler, B. A., & Bell, R. A. (2013). Mentoring programs for underrepresented minority faculty in academic medical centers: A systematic review of the literature. Academic Medicine, 88, 541–549.
Berk, R. A., Berg, J., Mortimer, R., Walton-Moss, B., & Yeo, T. P. (2005). Measuring the effectiveness of faculty mentoring relationships. Academic Medicine, 80, 66–71.
Bozeman, B., & Feeney, M. K. (2007). Toward a useful theory of mentoring: A conceptual analysis and critique. Administration & Society, 39, 719–739.
Buchwald, D., & Dick, R. W. (2011). Weaving the native web: Using social network analysis to demonstrate the value of a minority career development program. Academic Medicine: Journal of the Association of American Medical Colleges, 86, 778–786.
Bussey-Jones, J., Bernstein, L., Higgins, S., Malebranche, D., Paranjape, A., Genao, I., Lee, B., & Branch, W. (2006). Repaving the road to academic success: The IMeRGE approach to peer mentoring. Academic Medicine, 81, 674–679.
Clancy, K. B. H., Lee, K. M. N., Rodgers, E. M., & Richey, C. (2017). Double jeopardy in astronomy and planetary science: Women of color face greater risks of gendered and racial harassment. Journal of Geophysical Research: Planets, 122, 1610–1623.
Colby, S. L., & Ortman, J. M. (2015). Projections of the size and composition of the U.S. population: 2014 to 2069. Retrieved from https://www.census.gov/content/dam/Census/library/publications/2015/demo/p25-1143.pdf
Daley, S., Wingard, D. L., & Reznik, V. (2006). Improving the retention of underrepresented minority faculty in academic medicine. Journal of the National Medical Association, 98, 1435–1440.
Daley, S., Broyles, S. L., Rivera, L. M., & Reznik, V. M. (2009). Increasing the capacity of health sciences to address health disparities. Journal of the National Medical Association, 101, 881–885.
Daniell, E. (2006). Every other Thursday: Stories and strategies from successful women scientists: New Haven CT: Yale University press.
Dennehy, T. C., & Dasgupta, N. (2017). Female peer mentors early in college increase women’s positive academic experiences and retention in engineering. Proceedings of the National Academy of Sciences, 114, 5964–5969.
Eagan, M. K., & Garvey, J. C. (2015). Stressing out: Connecting race, gender, and stress with faculty productivity. The Journal of Higher Education, 86, 923–954.
Gibbs Jr., K. D., McGready, J., Bennett, J. C., & Griffin, K. (2014). Biomedical science Ph.D. career interest patterns by race/ethnicity and gender. PLoS One, 9, e114736.
Gutierrez, Y. M., Flores Niemann, Y., Gonzalez, C., & Harris, A. P. (2012). Presumed incompetent: The intersections of race and class for women in academia. Boulder, CO: University Press of Colorado and Utah State University Press.
Hardy, J. A., & Thompson, L. K. (2017). Mutual mentoring to promote success and satisfaction of women faculty. In R. Waterman & A. Feig (Eds.), STEM educational and outreach projects from the Cottrell scholars collaborative professional development and outreach (Vol. 1259, pp. 1–11). Washington, DC: American Chemical Society Books.
Hess, C., Gault, B., & Youngmin, Y. (2013). Accelerating change for women faculty of color in STEM: Policy, action, and collaboration. Washington, DC: Institute for Women's Policy Research.
Hurtado, S., & Figueroa, T. (2013). Women of color among STEM faculty: Experiences in academia. Seeking solutions: Maximizing American talent by advancing women of color in academia. summary of a conference, appendix A-2, (pp. 93-107). Washington, DC: The National Academies Press.
Johnson, J. C., Jayadevappa, R., Taylor, L., Askew, A., Williams, B., & Johnson, B. (1998). Extending the pipeline for minority physicians: A comprehensive program for minority faculty development. Academic Medicine, 73, 237–244.
Johnson, J. C., Williams, B., & Jayadevappa, R. (1999). Mentoring program for minority faculty at the University of Pennsylvania School of medicine. Academic Medicine, 74, 376–379.
Johnsrud, L. K., & Rosser, V. J. (2002). Faculty members' morale and their intention to leave. The Journal of Higher Education, 73, 518–542.
Kosoko-Lasaki, O., Sonnino, R. E., & Voytko, M. L. (2006). Mentoring for women and underrepresented minority faculty and students: Experience at two institutions of higher education. Journal of the National Medical Association, 98, 1449–1459.
Kram, K. E. (1983). Phases of the mentor relationship. Academy of Management Journal, 26, 608–625.
Kram, K. E. (1985). Mentoring at work: Developmental relationships in organizational life. Glenview, IL: Scott, Foresman.
Lallensack, R. (2017). Female astronomers of colour face daunting discrimination. Nature, 547, 266–267.
Lewellen-Williams, C., Johnson, V. A., Deloney, L. A., Thomas, B. R., Goyol, A., & Henry-Tillman, R. (2006). The POD: A new model for mentoring underrepresented minority faculty. Academic Medicine, 81, 275–279.
Mack, K., Tayor, O., Cantor, N., & McDermott, P. (2014). If not now, when? The promise of STEM intersectionality in the twenty-first century. Peer Review. Retrieved from https://www.aacu.org/publications-research/periodicals/if-not-now-when-promise-stem-intersectionality-twenty-first
Malcom, S., Hall, P., & Brown, J. (1976). The double bind: The price of being a minority woman in science. Washington, DC: American Association for the Advancement of Science.
Martinez, L. R., Boucaud, D. W., Casadevall, A., & August, A. (2018). Factors contributing to the success of NIH-designated underrepresented minorities in academic and nonacademic research positions. CBE Life Sciences Education, 17, ar32–ar32.
Martinez-Acosta, V. G., & Favero, C. B. (2018). A discussion of diversity and inclusivity at the institutional level: The need for a strategic plan. Journal of Undergraduate Neuroscience Education, 16, A252–A260.
Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. San Franscisco, CA: Jossey-Bass.
Mickey, E. (2018-2019). STEM faculty networks and gender: A meta-analysis. Virtual visiting scholars. Retrieved from http://www.equityinstem.org/networks-metaanalysis/
Myers, S. L., & Turner, C. S. (2004). The effects of Ph.D. supply on minority faculty representation. The American Economic Review, 94, 296–301.
National Science Foundation (2017). Tables 9-25, 9-26 and 9-27. Women, minorities, and persons with disabilities. Retrieved from https://ncses.nsf.gov/pubs/nsf19304/data
Noe, R. A. (1988). An investigation of the determinants of successful assigned mentoring relationships. Personnel Psychology, 41, 457–479.
Norman, D., Isler, J., Oluseyia, H., Morrison, N., Simpson, C., & Trouille, L. (2013). Women of color in astronomy and astrophysics. Seeking solutions: Maximizing American talent by advancing women of color in academia, summary of a conference, appendix E-3, (pp. 160-165). Washington, DC: The National Academies Press.
Ong, M., Wright, C., Espinosa, E., & Orfield, G. (2011). Inside the double bind: A synthesis of empirical research on undergraduate and graduate women of color in science, technology, engineering, and mathematics. Harvard Educational Review, 81, 172–208.
Rabionet, S. E., Santiago, L. E., & Zorrilla, C. D. (2009). A multifaceted mentoring model for minority researchers to address HIV health disparities. American Journal of Public Health, 99(Suppl 1), S65–S70. https://doi.org/10.2105/AJPH.2008.153635
Redmond, S. P. (1990). Mentoring and cultural diversity in academic settings. American Behavioral Scientist, 34, 188–200.
Rust, G., Taylor, V., Herbert-Carter, J., Smith, Q. T., Earles, K., & Kondwani, K. (2006). The Morehouse faculty development program: Evolving methods and 10-year outcomes. Family Medicine, 38, 43–49.
Sambunjak, D., Straus, S. E., & Marusic, A. (2006). Mentoring in academic medicine: A systematic review. JAMA, 296, 1103–1115.
Sims-Boykin, S. D., Zambrana, R. E., Williams, K., Salas-Lopez, D., Shepparad, V., & Headley, A. J. (2003). Mentoring underrepresented minority female medical school faculty: Momentum to increase retention and promotion. Journal of the Association for Academic Minority Physicians, 14, 15–18.
Sorcinelli, M. D., & Yun, J. H. (2007). From mentor to mentoring networks: Mentoring in the new academy. Change, The Magazine of Higher Learning, 39, 58–61.
United States Census Bureau (2017). Quick Facts. Population. Retrieved from https://www.census.gov/quickfacts/fact/table/US/PST045217
Viets, V. L., Baca, C., Verney, S. P., Venner, K., Parker, T., & Wallerstein, N. (2009). Reducing health disparities through a culturally centered mentorship program for minority faculty: The Southwest Addictions Research Group (SARG) experience. Academic Medicine, 84, 1118–1126.
Whittaker, J. A., & Montgomery, B. L. (2014). Cultivating institutional transformation and sustainable STEM diversity in higher education through integrative faculty development. Innovative Higher Education, 39, 263–275.
Whittaker, J. A., Montgomery, B. L., & Martinez Acosta, V. G. (2015). Retention of underrepresented minority faculty: Strategic initiative for institutional value proposition based on perspectives from a range of academic institutions. The Journal of Undergraduate Neuroscience Education, 13, A136–A145.
Yager, J., Waitzkin, H., Parker, T., & Duran, B. (2007). Educating, training, and mentoring minority faculty and other trainees in mental health services research. Academic Psychiatry, 31, 146–151.
Yun, J. H., & Sorcinelli, M. D. (2009). When mentoring is the medium: Lessons learned from a faculty development initiative To Improve the Academy: Resources for Faculty. Instructional and Organizational Development. Jornal of Educational Development, 27(1), 365–384.
Zambrana, R. E., Ray, R., Espino, M. M., Castro, C., Cohen, B. D., & Eliason, J. (2015). “Don't leave us behind”: The importance of mentoring for underrepresented minority faculty. American Educational Research Journal, 52, 40–72.
Acknowledgements
Funding for this work was provided by a pilot project grant through the National Research Mentoring Network Grant NIH U54GM119023.
Author information
Authors and Affiliations
Corresponding author
Additional information
Publisher’s Note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Appendix
Appendix
Most frequently discussed topics in Amplifying Voices mutual mentoring sessions (listed in order of descending frequency)
-
(1)
Dealing with multiple demands and stress of academic work, family, and personal life
This category included such topics as balancing research and administrative responsibilities with personal life, time and task management, decision-making, and self-care (including health, weight and exercise). Solutions focused on organizational strategies, specific self-care ideas, self-affirmation, and limit-setting.
-
(2)
Research and publication productivity
This category included issues such as publishing, grant-writing strategies, research productivity, and gaining the support of one’s department chair. Solutions in this category tended to be very concrete and included blocking out time in one’s calendar, finding partnerships in nearby institutions, reaching out to senior and junior faculty for writing feedback, declining tasks that would not enhance one’s academic portfolio, obtaining recommendations for specific grants to apply for, working on publications before grants, getting co-PIs with grant experience, using critical reviews to develop alternative strategies, and mapping out plans for effective use of time.
-
(3)
Importance of networking and collaboration
This topic included discussions of building relationships in one’s department and discipline, ways to engage colleagues, and the difficulties of entering male-dominated networks and scientific networks as minority women. Solutions discussed were strategies for reaching out to potential mentors, using existing contacts in academia and industry to expand one’s network, using mentors and sabbaticals to find and establish collaborations, and finding opportunities with researchers with similar interests.
-
(4)
Managing the tenure process
Topics centered on managing the process, navigating expectations of research vs. service, deciding when and if to extend the tenure clock for children, and dealing with tenure stress and negative reviews. Solutions included doing an internal audit of what one needs to achieve tenure, waiting to see what reviews were like before reacting, and managing one’s responses to tenure reviews.
-
(5)
Discrimination in the work place
Topics included dealing with chauvinism, microaggressions, negative comments, isolation at work, not being heard at meetings, racism and student incivility in the classroom, and aggressive or hostile competition in the work place. Solutions included seeking support from female colleagues in other departments and supportive deans, sharing resources to address poor support from faculty peers, practicing self-advocacy and self-compassion, avoiding conforming to the perceived cultural context, using theoretical frameworks to understand the situational dynamics, refraining from ruminating about colleagues’ intentions when microaggressions occur so that you can thrive in the environment.
-
(6)
Career development
Group members discussed topics such as making transitions within academia, dual-career couples, opportunities outside academia, interviewing, and fit within one’s university.
Solutions included specific advice on job searches, how to solicit recommendations, and how to determine whether discontent with academia was a misfit with one’s institution or discontent with the field.
-
(7)
Navigating political and institutional issues
Issues included problems dealing with peer and departmental politics at work, tackling space issues, confronting the implications of national political changes on federal research funding, and the impact of the political climate on one’s work life and classroom dynamics. Solutions discussed in this category included how to deal with the pressure of departmental politics, how to negotiate for space, and how to identify senior mentors or sponsors to help. Participants shared personal coping strategies for dealing with difficult times, especially for people of color. Open and transparent conversations were suggested as a strategy for establishing good working relationships. Also suggested was creating safe environments for a classroom culture that promotes critical thinking and evaluation of what is going on so that people do not feel bullied or personally attacked in class.
-
(8)
Student issues
Discussions in this category were about mentoring students, teaching at under-resourced institutions, and dealing with new courses and student feedback. Solutions proposed included setting boundaries on one’s time (engage students but do not take on their problems), not always needing to have the answer (particularly about diversity issues), developing successful teaching styles, and accessing teaching materials from archives or other faculty.
Rights and permissions
About this article
Cite this article
Petersen, S., Pearson, B.Z. & Moriarty, M.A. Amplifying Voices: Investigating a Cross-Institutional, Mutual Mentoring Program for URM Women in STEM. Innov High Educ 45, 317–332 (2020). https://doi.org/10.1007/s10755-020-09506-w
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10755-020-09506-w