Chapter 4: Lifting the Veil: Toward the Development of Culturally Liberative STEM Faculty Doctoral Mentors

Success in doctoral education hinges in large part on developing capacities of STEM faculty to be more effective mentors. Faculty development in mentorship is often lacking and hindered by hegemonically informed philosophies and practices. A qualitative case study framed from anti-Black racism and critical capital theory frameworks explored the mentorship experiences among STEM doctoral stakeholders and sought to understand the ways in which culturally liberative framing manifested in mentorships especially with racially minoritized students. Two themes were constructed: deficit mentoring and vacuum mentoring. These mentoring approaches provide insight into areas needed for effective STEM faculty development.