Gloster, C., & McCullough, M. B. A., & Gowdy, G., & Bigsby, S., & Whittington, D., & Johnson-Taylor, J. (2023, June), LSAMP Bridges to the Doctorate: Preparing Future Minority Ph.D. Researchers through a Holistic Graduate Student Development Model   Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--43507

\bibitem{asee_peer_43507}
  Gloster, C., \& McCullough, M. B. A., \& Gowdy, G., \& Bigsby, S., \& Whittington, D., \& Johnson-Taylor, J. (2023, June), \emph{LSAMP Bridges to the Doctorate: Preparing Future Minority Ph.D. Researchers through a Holistic Graduate Student Development Model }
  Paper presented at 2023 ASEE Annual Conference \& Exposition, Baltimore , Maryland.
  10.18260/1-2--43507

Clay Gloster Jr., Matthew Bonner Aurelius McCullough, Grace Gowdy, Shea Bigsby, Dawayne Whittington, and Juanda Johnson-Taylor.  "LSAMP Bridges to the Doctorate: Preparing Future Minority Ph.D. Researchers through a Holistic Graduate Student Development Model ".  2023 ASEE Annual Conference & Exposition, Baltimore , Maryland, 2023, June.  ASEE Conferences, 2023.  https://peer.asee.org/43507 Internet.  03 May, 2024

\bibitem{asee_peer_43507}
  Clay Gloster Jr., Matthew Bonner Aurelius McCullough, Grace Gowdy, Shea Bigsby, Dawayne Whittington, and Juanda Johnson-Taylor.
  "LSAMP Bridges to the Doctorate: Preparing Future Minority Ph.D. Researchers through a Holistic Graduate Student Development Model ".
  \emph{2023 ASEE Annual Conference \& Exposition, Baltimore , Maryland, 2023, June}.
  ASEE Conferences, 2023.
  https://peer.asee.org/43507 Internet.  03 May, 2024

@INPROCEEDINGS{asee_peer_43507
author = "Clay Gloster Jr., Matthew Bonner Aurelius McCullough, Grace Gowdy, Shea Bigsby, Dawayne Whittington, and Juanda Johnson-Taylor"
title = "LSAMP Bridges to the Doctorate: Preparing Future Minority Ph.D. Researchers through a Holistic Graduate Student Development Model "
booktitle = "2023 ASEE Annual Conference \& Exposition"
year = "2023"
month = "June"
address = "Baltimore , Maryland"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/43507}
number = {10.18260/1-2--43507}
}

TY  - CPAPER
AB  - The importance of diversifying the national STEM workforce is well-established in the literature (Marrongelle, 2018). This need extends to graduate education in the STEM fields, leading [-------] to invest considerably in graduate education and wraparound support initiatives that help graduate students build science identity and competencies for careers both within and beyond academia. The NSF-funded Bridges to the Doctorate project will integrate culturally reflective mentoring and professional development specifically designed for Black, Latinx, and Native American Ph.D. students. This holistic, graduate student development model includes academic and professional skill-building for STEM careers alongside targeted support for pursuing fellowship opportunities. This paper discusses the planned mentoring approach for the aforementioned program and previous approaches to mentoring graduate students used at [-------]. 
The BD Fellows program will support formal and informal mentoring relationships, as mentoring contributes towards retention in STEM graduate programs (Ragins, 2007). BD Fellows will participate in monthly one-hour seminars on how to identify, establish, and maintain informal mentoring relationships (Schwartz et al., 2018; Parnes et al., 2020), while STEM faculty will attend seminars on leveraging their social networks as vital sources of mentorship for the BD Fellows. 
Using a multi-pronged collaborative approach, this model integrates the evidence-based domains of self-efficacy (Laurencelle & Scanlan, 2018; Lent et al., 1994; Lent et al., 2008), science/research identity (Lent et al., 2015; Zimmerman, 2000), and social cognitive career theory (Lent et al., 2005; Lent and Brown, 2006) to recruit, enroll, and graduate LSAMP Fellows with STEM doctoral degrees. Guided by the theories, the following questions will be addressed: (1) To what extent is culturally reflective mentoring identified as a critical driver of B2D Fellows’ success? (2) To what extent are the program’s training components fostering increases in B2D Fellow’s self-efficacy, competency, and science identity? (3) What is the strength of the correlation between participation in the program training components, mentoring activities, and persistence in graduate school?  (4) To what extent does the perceived importance of self-efficacy, competency, and science identity differ by race/ethnicity and gender? 
These data will be analyzed using both formative and summative assessments of program outcomes. Quantitative data will include pre-, post-, and exit surveys. Qualitative data will assess the impact of mentoring and program support. This study will be guided by established protocols that have been approved by [-------] IRB.
It is anticipated that our BD Fellows program will significantly impact the retention and graduation rates of underrepresented minority STEM graduate students in our doctoral programs, thus producing a diverse workforce of STEM professionals. Materials from the program recruiting cycle, mentoring workshops, and the structured fellowship application process will be disseminated freely to other LSAMP and minority-serving institutions across the country. Strategies and outcomes of this project will be published in peer-reviewed journals and shared in conference proceedings.

AU  - Clay Gloster Jr.
AU  - Matthew Bonner Aurelius McCullough
AU  - Grace Gowdy
AU  - Shea Bigsby
AU  - Dawayne Whittington
AU  - Juanda Johnson-Taylor
CY  - Baltimore , Maryland
DA  - 2023/06/25
PB  - ASEE Conferences
TI  - LSAMP Bridges to the Doctorate: Preparing Future Minority Ph.D. Researchers through a Holistic Graduate Student Development Model 
UR  - https://peer.asee.org/43507
DO  - 10.18260/1-2--43507
ER  -