The role of perceived support and local culture in undergraduate research mentoring by underrepresented minority faculty members: findings from a multi-institutional research collaboration

Abstract

ABSTRACT Undergraduate research is value-added experiential learning that cultivates creative and intentional learners in and out of the classroom. However, only recently have researchers begun investigating the mechanisms related to mentoring undergraduate researchers, with scant attention being paid to the experiences of underrepresented minority (URM) faculty members. Using unique data collected from an online survey of faculty members (overall N = 215, URM n = 25), we find departmental and institutional support to be the key factors correlated with mentoring undergraduate research students. Reported support is more influential for URM faculty than white faculty, providing evidence of the importance of institutional policy as a mechanism to facilitate URM faculty participation in the high impact practice of mentoring undergraduate researchers. The findings are discussed in the context of institutional initiatives designed to support student and faculty success in the 21st century.