Abigail J. Stewart University of Michigan May 27, 2018 Mentoring Underrepresented Students in STEM: Insights from Social Psychology Abigail J. Stewart University of Michigan May 27, 2018

Illustrations Eileen Pollack (2015), The only woman in the room; Why physics is still a boys’ club. Boston, Beacon Press,

Why particularly focus on mentoring underrepresented students in STEM? Most of what I will talk about applies to mentoring those who are well-represented in STEM too; you’ll easily see how. It is in fact trickier to mentor those who are underrepresented—in this case women and racial-ethnic minorities. Why is it trickier? Because both you and they: are well aware they are underrepresented believe talent leads to success wonder if under- representation is justified.

Consequences of underrepresentation “In physics, no matter what honor I received, I could hear Miki’s voice assure me the honor had come only because I was female.” (Pollack, p.133) So both of you are at risk of believing that current representation is reasonable and their success unlikely (‘naturalization of the status quo’) Her “stereotype threat” is your ”implicit bias” or “just world.” Banaji & Greenwald, 2013; Lerner, 1980; Steele, 2010

Successful mentoring addresses mentee’s background concerns indirectly The mentee’s expectations: I don’t belong I’m not good at this People like me can’t do this You aren’t like me You can’t help me/you won’t help me Some people from groups well – represented in math have thsese same concerns, but not as many. Cheryan, Plaut, Davies, & Steele; Good, Rattan, & Dweck, 2012; Walton & Cohen, 2011

The DRP approach makes it easy to address the mentee’s concerns Provides students access to an interpersonal relationship with a ”role model” in an area where they are trying out a “possible self” -–someone who loves and studies mathematics --someone who can make it feel more “possible” --because of surface-level similarity (shared identities like gender, race-ethnicity) --because of deep-level similarity --but more difficult if you seem impossibly skilled Carrell, Page, & West, 2009; Cheryan, Drury, & Vichayapai, 2013; Harrison et al., 1998; Markus, 1986; Sue & Sue, 2003; Ortiz-Walters& Gilson, 2005; Turban et al, 2002

Implications of surface-level differences for mentee’s sense of belonging Surface-level differences will decrease “interpersonal comfort” for both of you, so take that seriously Older Know more mathematics Better at mathematics Different social identities (race-ethnicity, gender, other)