Wayman Annica, Stolle-McAllister Kathleen, LaCourse William
University of Maryland-Baltimore County.
Chron Mentor Coach. 2024 Jun;8(1):23-34. doi: 10.62935/yg5404.
The racial and gender composition of the STEM workforce and holders of advanced degrees still has low representation from those traditionally underrepresented groups (URGs) in STEM. Having little representation of URGs in the STEM workforce, especially among academic faculty, perpetuates the issue of STEM students having few, if any, diverse STEM faculty to engage which has been shown to hinder retention in STEM. While involving STEM students from URGs in research mentoring experiences with non-minority faculty mentors addresses this issue to some extent, it also may limit a student's exposure to STEM careers beyond academic research which may help retain them. Thus, the UMBC STEM BUILD program developed and implemented a career-focused mentoring program that included a broad array of STEM professions from URGs to support career development of 2 year STEM students.
科学、技术、工程和数学（STEM）领域劳动力以及高等学位持有者的种族和性别构成中，那些在STEM领域传统上代表性不足的群体（URGs）的比例仍然很低。URGs在STEM劳动力中，尤其是在学术教员中代表性不足，使得STEM学生很少有（如果有的话）多样化的STEM教员与之互动的问题长期存在，而这已被证明会阻碍学生留在STEM领域。虽然让来自URGs的STEM学生参与由非少数族裔教员导师指导的研究经历在一定程度上解决了这个问题，但这也可能会限制学生接触学术研究之外的STEM职业，而这些职业可能有助于留住他们。因此，马里兰大学巴尔的摩郡分校的STEM BUILD项目开发并实施了一个以职业为重点的指导项目，该项目涵盖了来自URGs的广泛的STEM职业，以支持两年制STEM学生的职业发展。
