Vempala, V., & Buten, E., & Mondisa, J. (2023, June), Board 339: Mentoring Competencies From the Perspective of Mentors and Their Racially Marginalized STEM Mentees  Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--42954

\bibitem{asee_peer_42954}
  Vempala, V., \& Buten, E., \& Mondisa, J. (2023, June), \emph{Board 339: Mentoring Competencies From the Perspective of Mentors and Their Racially Marginalized STEM Mentees}
  Paper presented at 2023 ASEE Annual Conference \& Exposition, Baltimore , Maryland.
  10.18260/1-2--42954

Vibhavari Vempala, Emily Buten, and Joi-lynn Mondisa.  "Board 339: Mentoring Competencies From the Perspective of Mentors and Their Racially Marginalized STEM Mentees".  2023 ASEE Annual Conference & Exposition, Baltimore , Maryland, 2023, June.  ASEE Conferences, 2023.  https://peer.asee.org/42954 Internet.  12 Jan, 2025

\bibitem{asee_peer_42954}
  Vibhavari Vempala, Emily Buten, and Joi-lynn Mondisa.
  "Board 339: Mentoring Competencies From the Perspective of Mentors and Their Racially Marginalized STEM Mentees".
  \emph{2023 ASEE Annual Conference \& Exposition, Baltimore , Maryland, 2023, June}.
  ASEE Conferences, 2023.
  https://peer.asee.org/42954 Internet.  12 Jan, 2025

@INPROCEEDINGS{asee_peer_42954
author = "Vibhavari Vempala, Emily Buten, and Joi-lynn Mondisa"
title = "Board 339: Mentoring Competencies From the Perspective of Mentors and Their Racially Marginalized STEM Mentees"
booktitle = "2023 ASEE Annual Conference \& Exposition"
year = "2023"
month = "June"
address = "Baltimore , Maryland"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/42954}
number = {10.18260/1-2--42954}
}

TY  - CPAPER
AB  - Despite various efforts to broaden participation, racially marginalized students (i.e., Black, Hispanic/Latinx, and American Indian/Alaskan Native identifying people) continue to be underrepresented in Science, Technology, Engineering, and Math (STEM) fields and careers. Mentoring is recognized as a mechanism that has been shown to support the persistence and success of racially marginalized students in STEM through providing relevant resources, psychosocial support, and fostering identity development. This quantitative work aims to understand the mentoring competencies of mentors who support racially marginalized students in STEM. To promote effective mentoring, it is essential to understand the mentoring competencies of mentors from the perspective of both mentors and mentees. Understanding how mentees perceive various mentoring competencies can help mentors understand deficiencies in their skills to improve their mentoring practices. 

Using survey data collected from mentors and racially marginalized mentees, we assessed the mentoring competencies of mentors from the perspective of both mentors and mentees. The survey data includes demographic and academic information about mentors and mentees. In addition, using a pre-validated survey instrument, mentors and mentees rated the mentoring competencies of the mentors on a Likert scale across five constructs of mentoring. The five mentoring constructs include maintaining effective communication, aligning expectations, assessing understanding, fostering independence, and promoting professional development. Each construct consists of multiple items for a total of 26 survey items. We compared the mentors’ self-rated competencies with the ratings provided by the mentees to identify differences across demographics. Preliminary findings identify differences in the mentoring competencies of mentors from the perspective of both mentors and mentees. Recommendations for research and practice are also presented. 
AU  - Vibhavari Vempala
AU  - Emily Buten
AU  - Joi-lynn Mondisa
CY  - Baltimore , Maryland
DA  - 2023/06/25
PB  - ASEE Conferences
TI  - Board 339: Mentoring Competencies From the Perspective of Mentors and Their Racially Marginalized STEM Mentees
UR  - https://peer.asee.org/42954
DO  - 10.18260/1-2--42954
ER  -