The Science of Effective Mentoring in STEMM

The quality, vigor, and innovation of the U.S. science, technology, engineering, mathematics, and medicine (STEMM) enterprise depend on increasing the diversity of individuals, research teams, and leadership in STEMM fields. This in turn requires the advancement of women, individuals from racial/ethnic groups historically underrepresented in STEMM, and first-generation students at the undergraduate and graduate levels. Effective, high-quality, and sustainable mentoring relationships for diverse individuals across career stages are essential in supporting student success (e.g., performance, persistence) in STEMM fields, especially for many members of these underrepresented populations.

While access to and engagement with a strong mentor are known to be influential factors in the academic and career development of undergraduate and graduate students in STEMM, there has not been adequate attention to ensuring that mentors and mentees are educated and trained with the evidence-based knowledge and skills necessary to ensure highly productive and sustainable mentoring relationships. It is increasingly clear that successful mentoring relationships can be nurtured using existing and emerging research on the characteristics, competencies, and behaviors identified for being effective mentors and mentees. What is missing is a systematic compilation and analysis of the current research on mentorship in STEMM as well as a practical resource guide that enables mentoring practitioners—institutions, departments, programs, and individual faculty members—to create and support viable, sustainable mentoring support systems. This study proposes to addresses these two gaps.

Four DPC members served on the committee that generated the report — Chris Pfund, Ph.D., Sylvia Hurtado, Ph.D., Richard McGee, Ph.D., and Angela Byars-Winston, Ph.D., who chaired the committee.

Download the report from the National Academies Press. 

Find more resources and information at the NAP interactive site.