Year: 2025
Type: article
Abstract: The role of mentors in helping individuals recognize themselves as scientists by developing competencies in science knowledge and activities is critical to establishing a science identity. Further, scholars suggest that the development of the science identity of Latinas is complicated by familismo, which modifies students’ academic needs. Given this emphasis on mentors and family, we deliberate on the influence of the concept of collectivism on the STEM identity development of Latina students. By utilizing a collectivist mentoring model and science identity theory, we propose students’ need for a ‘bonded approach’ as a theoretical contribution to mentoring scholarship, which refers to a multilayered and multidirectional connection with mentors. The primary contribution of a bonded approach to mentoring is to elevate how Latina STEM students require different forms of “adhesive” with their mentors to feel validated and supported in their science identity. Paired with the complexity of their family expectations, we note that Latina/x STEM students, in fact, attempt to navigate higher education with a collectivist orientation to feel academically empowered. This bonded mentoring approach is especially salient when higher education is presented and perceived as an individual rather than a collective journey.
Authors: Norma López, Cynthia Chaidez, Daniel Matamoros, Dre Parker, Demetri L. Morgan
Institutions: Loyola University Chicago, University of Michigan
Language: English
Subfield: Safety Research
Field: Social Sciences
Domain: Social Sciences
Open Access status: diamond
OpenAlex ID: W4415595338
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