STEM faculty members and their perceptions of mentoring: “I do not want to be a role model”

Abstract

Purpose

The purpose of this case study is to explore the perceptions of science, technology, engineering and mathematics (STEM) faculty members toward mentoring undergraduates.

Design/methodology/approach

Within the context of a student scholarship and faculty development project, funded by the National Science Foundation (NSF), STEM faculty members were interviewed at a small teaching-focused university in South Texas, United States. This research study utilized a qualitative case study approach based on semi-structured interviews with nine Mathematics and Computer Science faculty members. Transcripts were coded thematically, beginning with open coding and continuing with repeated rounds of comparison leading to the identification of four themes.

Findings

Four themes were identified in the data: describing settings where mentoring occurs, identifying the tasks of mentoring, developing skills for mentoring others and inhabiting the identity of a mentor. These findings suggest that increasing faculty engagement and effectiveness in mentoring STEM students may be a matter of broadening the definition of mentoring and helping faculty members develop the identity of a mentor.

Practical implications

In an effort to promote retention of students, specifically within STEM fields, many initiatives highlight the importance of faculty mentoring for undergraduate students. This research suggests that faculty members' perceptions of the role and structure of a mentoring relationship will shape this relationship and have an impact on student persistence and success.

Originality/value

While most studies of faculty–student mentoring focus on the experiences of students, this study explored faculty members' perceptions of that relationship.

Citation

Olson, J.S. and Nayar-Bhalerao, S. (2021), "STEM faculty members and their perceptions of mentoring: “I do not want to be a role model”", International Journal of Mentoring and Coaching in Education, Vol. 10 No. 1, pp. 67-83. https://doi.org/10.1108/IJMCE-07-2020-0035