Mentoring and support from faculty are key to student success, particularly in graduate education in STEM. However, research has widely documented the challenges students from backgrounds underrepresented in STEM have with establishing and maintaining relationships that are supportive academically and personally. This talk highlighted research on student-faculty interaction in STEM graduate programs, detailing how faculty can be both barriers and sources of support in the academy. We also discussed potential strategies to incentivize and support faculty engagement in mentorship.




Kimberly A. Griffin is an associate professor at the University of Maryland and the editor of the Journal of Diversity in Higher Education. Prior to becoming a faculty member, she served as a higher education administrator and student affairs professional, working in undergraduate and graduate admissions, promoting diverse and hospitable learning environments, and new student orientation. Professor Griffin is a recognized scholar in the area of higher education access and equity research. Throughout her career, she has contributed to multiple projects that examine the diverse experiences of Black students and faculty, the impact of campus climate, and how mentoring relationships influence student and faculty success. Much of her current work focuses on exploring efforts to increase diversity in the professoriate.


The NCID Research and Scholarship Seminar Series features scholars who have furthered our understanding of historical and contemporary social issues related to identity, difference, culture, representation, power, oppression, and inequality — as they occur and affect individuals, groups, communities, and institutions. The series also highlights how research and scholarship can be applied to address current and contemporary diversity, equity, and inclusion issues in higher education and society.