Why Mentorship?

The “Leaky Pipeline”

According to a report from the National Science Foundation Statistics, disparity in STEM degree attainment for underrepresented minorities (URMs—including African American, Hispanic/Latino/Latina, American Indian, and Alaska Natives) increases in severity with increasing academic level. A “leaky pipeline” is a metaphor often used to describe the reason for such paucity in diversity in STEM studies and the workforce (1). It is used to illustrate the way members of certain demographics fail to progress in academia and/or the workforce and therefore “leak” out of the pipeline—discontinue their education and career paths. Although the “leaky pipeline” analogy provides imagery to an abstract concept of a failed system; it is inherently flawed. The “leaky pipeline” purports the misguided assumption that professionals/trainees/students are simply objects moving through time and space in one direction, and in a closed system—it overlooks the immense potential (especially in STEM) for self-discovery, personal growth/evolution, and changes to academic and career trajectories (2,3,4).

STEM Matters

Although the benefits of general education on our nation’s capacity for advancement cannot be denied, America’s economic strength has been closely linked to its advances in science and technology (5,6,7). According to the Bureau of Labor Statistics, by 2022 the majority of the fastest growing jobs will require a strong STEM background, which further highlights the fact that the specific skills acquired through the study of STEM fields are increasingly valued across the economy (8). However, there is inconsistent access to STEM education/training in the U.S. across different demographic populations (9). For example, women and URMs have been historically underrepresented in most STEM fields (10,11) and this disparity still persists today.

Mentorship Is Key

Mentoring is an important vehicle by which the talents of young scientists, technicians, engineers, and mathematicians are developed; and it’s critical to the process of training tomorrow’s workforce. However, mentoring is not an egalitarian system that is experienced by all. In studies that investigate the mentoring experiences of students in STEM, it was revealed that many URM students experience mentoring differently than their non-minority counterparts. For example, many URM young scientists feel like they constantly must prove and re-prove themselves – a classic element of being initially seen as an “outsider” with a high bar to being accepted as an “insider” (12).

Unlike a pipeline, the path from having an interest in science to developing a science career is actually an open system, with continual movements in many directions, and this is the context within which mentoring exerts influences along the way (2) Mentoring has great value in STEM education and training. When done well, the experiential benefits are indisputable. Individuals work together to impart and acquire knowledge, skills, attitudes and behaviors that can influence decisions that have profound long-term consequences (2). Mentoring can function to cultivate a culture of inclusivity, belonging, and attainable success, which would benefit us all.

This is not just a theory. I have had great mentors, and today I continue to serve as one. As an underrepresented minority who has successfully navigated her own path through academia, I define my career as a leader dedicated to science learners and career seekers; and to respond to the needs of this cohort with great care, respect, and unwavering drive toward excellence.