Does Mentorship Matter? The Experiences of African Americans From Low SES In Science, Technology, Engineering, and Mathematics (STEM)

Abstract

African Americans in low socioeconomic status (SES) experience disadvantages that can hinder their success not only in the classroom but also in the workplace. Social and emotional readiness among African Americans is essential for the pursuit of educational attainment and a career in Science, Technology, Engineering, and Mathematics (STEM). This current study will explore mentoring among African Americans from low SES in STEM and will look to understand the participants' lived experiences using a qualitative phenomenological method. The data obtained in this study allowed the emergent of six themes and eight subcategories to answer the research question, “What characterizes the mentoring experiences in Science, Technology, Engineering, and Mathematics (STEM) education and careers for African Americans from a low-socioeconomic status background?” The themes that emerged from the phenomenological study included: (1) lack of color representation, (2) the implication of low SES, (3) Black mentor relationships, (4) assisting individuals gain experiences and knowledge, (5) motivational support, and (6) perseverance. The interviews conducted with 15 of the research participants provided insight into the experiences of African Americans in STEM from a low SES and whether mentorship matters. The study provided recommendations to helping solve the lack of representation in STEM by developing STEM mentoring programs and grants within the low SES community.

Keywords: African Americans, mentorship, socioeconomic status, race, critical race theory.