STEM

FOCUS AREAS

OVERVIEW

iRT is dedicated to increasing the recruitment and retention of underrepresented groups, such as first-generation college students, students from ethnic or racial minority groups, women, and persons with a disability, into STEM careers.

The worldwide increasing need for Science, Technology, Engineering, and Math (STEM) professionals in the modern workplace has generated multiple avenues of stable, high-paying career paths. The number of jobs is growing, and we face a nationwide crisis in the recruitment and retention of young people interested in pursuing a STEM career.

Adding to the challenge of fulfilling the need for more STEM professionals, persistent disparities among the individuals in the STEM workforce are well documented. Women, individuals of color, people with disabilities, and first-generation college students are underrepresented in the STEM professional community. There are complex reasons for these disparities; for example, these groups often encounter systemic obstacles in obtaining the education and training needed to pursue a STEM career. Many miss opportunities to have their interest in STEM cultivated and directed towards classes or connections that could support their pursuit of a STEM career. Research has consistently indicated that underrepresented groups frequently have an interest in STEM material, but often do not pursue a career path in STEM fields.

OUR WORK

iRT is dedicated to understanding the barriers that prevent underrepresented groups from pursuing careers STEM fields, and developing and nurturing levers to overcome those barriers.

Our work in the STEM mentoring field is a step toward providing programs with resources to better serve their youth.

Research scientists from iRT partnered with MENTOR/National Mentoring Partnership along with other researchers in the field, STEM mentoring administrators, and STEM educators to develop the STEM Supplement to the Elements of Effective Practice for Mentoring. This guide includes descriptions of research-based program practices that STEM mentoring programs can implement to better serve youth who enter a STEM mentoring program. The Supplement outlines practices that can help programs recruit and screen effective mentors for the program, match them to mentees, train them appropriately to be ready to mentor and nurture their mentees’ interest in STEM, monitor progress in matches, and close relationships at the end of the program.

iRT is committed to creating research-informed online and in-person training programs to support the development and maintenance of effective mentoring relationships. Thus, iRT has developed a catalog of training courses for mentors who volunteer to work in various types of mentoring programs. In addition, iRT is developing customizable, web-based STEM mentor training lessons, based upon the recommendations outlined in the STEM Supplement. Mentors working with mentees in STEM mentoring programs can learn how to communicate passion for their chosen STEM profession, how to foster a tolerance for failure and learning from mistakes with their mentees, and talk with mentees about how STEM work can be employed to enrich their own communities.

Along with our mentor training, iRT has also developed a library of mentee trainings. Of particular note is the Connected Scholars program, a training program focused on teaching mentees how to build and expand their own networks, create their own social capital, and seek out natural mentors for themselves. This skill is particularly important in the STEM field, as underrepresented groups may not come to the profession with the same robust set of connections as those from groups that are well-represented in the fields.

Taken together, iRT’s growing portfolio of research and training projects in the STEM mentoring field can ultimately help groups traditionally underrepresented in STEM professions to develop an interest in STEM material, engage in STEM education, and pursue a successful STEM career.

TEAM

Dr. Katie Stump conducts research and evaluation projects in the field of mentoring, including STEM mentoring. She is part of the team developing mentor training for STEM mentoring programs.

Dr. Rebecca Stelter conducts research and evaluation projects in the field of mentoring, including STEM mentoring. She is part of the team developing mentor training for STEM mentoring programs and co-wrote the STEM Supplement to the Elements of Effective Practice for Mentoring.

Dr. Janis Kupersmidt conducts research and evaluation projects in the field of mentoring, including STEM mentoring. She is part of the team developing mentor training for STEM mentoring programs and co-wrote the STEM Supplement to the Elements of Effective Practice for Mentoring.