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Journal of Women and Minorities in Science and Engineering
SJR: 0.468 SNIP: 0.905 CiteScore™: 1.65

ISSN Imprimir: 1072-8325
ISSN En Línea: 1940-431X

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Journal of Women and Minorities in Science and Engineering

DOI: 10.1615/JWomenMinorScienEng.2020022267
pages 125-153


Joi-Lynn Mondisa
College of Engineering, University of Michigan, 1205 Beal Avenue, Ann Arbor, Michigan 48109, USA


Despite the benefits of mentoring, effective strategies that mentors may use in educational contexts to contribute to the success of their proteges are lacking. Social capital theory is proposed as a promising [body of] literature that can be used to help identify factors and strategies of effective mentoring relationships, especially for minoritized students such as African Americans in science, technology, engineering and mathematics (STEM). In this study, a qualitative approach garners insights about the mentoring practices and strategies that African American STEM mentors use to build social capital with their African American STEM undergraduates. Findings reveal that in effectively mentoring proteges, participants use three strategies that correspond to social capital. A main goal of this study is to generate theory about the role of social capital in mentoring relationships. This research: (1) proposes a relationship between social capital assets and mentoring functions and (2) identifies skills and strategies that can potentially enhance mentoring effectiveness.


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