跨学科讲座系列 - Idalis维拉纽瓦

2月11日下午2点.m. - 3 p.m. 加入缩放演示

Race re-imaging academic mentoring: An exploration of the complex 身份 and experiences 女性科学家和工程师

Academic mentoring, traditionally viewed as a mechanism to support mentees and students considered to be ‘at-risk’, have been used by administrative leaders and directors of programs to minimize the ongoing issues of persistence, retention, and success. However, much of academic mentoring today, both in practice and in research, have been largely devoid of considerations of race and other socially constructed lens. Furthermore, many decisions made around academic mentoring, either loosely connect mentoring to teaching or advising and seldom yield consistently positive outcomes. Compounded to these limitations, the tendency of academic environments to categorize nearly every supportive or developmental relationship as mentoring, the lack of a common definition of the constructs, biased assumptions on the role and traits of a mentor, among others continue to limit the utility of mentorship to the intended 学生的数量.

This work uses a qualitative-dominant convergent mixed-methods design to explore the interactions of gender, race, and institutional role of a group of womxn graduate students and faculty at a mid-Western institution in the United States. 一个独特的 characteristic of this study is that an intersectional, identity-based, multiplicative approach combining multiple tools and techniques were used to explore the participants’ 近实时体验. This work identified that three themes: awareness, power, and communication were important considerations for an academic mentoring program. However, we found that within these three themes, issues of race and institutional role resulted in different elicited responses among participants, based on their expressed 身份. At the end of the session, we will discuss and reflect upon ways that issues of inclusion, particularly around intersectionality, can inform both research and policy, and the ways that academic mentoring could lead to positive outcomes.

传记

在过去的10年里. Idalis维拉纽瓦 has worked on several engineering education projects where she derives from her experiences 在工程 to improve outcomes for minoritized groups 在工程 using mixed-and multi-modal methods approaches. She currently is an Associate Professor in the 工程教育 Department at 佛罗里达大学. In 2019, she received the Presidential Early Career Award for Scientists and Engineers (PECASE) award for her NSF CAREER project on hidden curriculum 在工程. Dr. Idalis维拉纽瓦是B.S. 我的学位是化学工程 from the University of Puerto Rico at Mayagüez and a M.S. 和Ph值.D. 化学学位 and Biological 工程 from the University of Colorado-Boulder. 不久之后，她 completed her postdoctoral fellowship from the National Institutes of Health in Analytical Cell Biology in Bethesda, Maryland and worked as a lecturer for 2 years before transitioning to a tenure-track 在工程 education. 她作为第一代的经历 engineer, Latinx, woman of color, introvert, and mother has shaped the lens and research-informed practical approaches that she uses in her research.