2023 ASEE Annual Conference & Exposition

The postdoctoral to professoriate pathway is a conventional path to develop significant engineering faculty talent and diversify the engineering academia workforce. Relatively few studies have examined the science, technology, engineering, and mathematics (STEM) postdoc experience, even though these scholars have faced structural and interpersonal challenges as they navigate the transition to faculty positions.

Even less literature exists about the experiences of underrepresented minority (URM) postdocs in STEM. Data suggest that the number of URM postdocs is abysmal, revealing the need for more empirical studies and practical recommendations for how to recruit, support, and retain these individuals.

This paper examines the work and community of a public land grant university’s College of Engineering (name of postdoc scholars program). (Program) was founded under (Dean) leadership and influenced by (Faculty)'s research work and lived experience with the mission to diversify the next generation of engineering leaders in academia. With a focus on intersectional mentorship, the purpose of the postdoc program is to create well-rounded scholars versed in research, teaching, and service. Using ethnography partnered with semi-structured interviews, this study aims to explore the experiences of the first cohort of (Program) postdoc scholars to understand how a newly created intersectional mentorship model facilitates scholars’ progression toward faculty positions while curating an inclusive community and culture for scholars.

The intersectional mentorship model framing this postdoc program is based on research conducted by (Faculty), with some adaptations from Walker et al.’s (2009) The Formation of Scholars, which presents a multiple apprenticeship framework that offers a holistic approach to mentoring for scholars. The three mentor types in the program are primary (focused on research), secondary (focused on teaching and/or service), and intersectional (aligned with identities of scholars’ choosing). This model engages scholars, mentors, and members of the administrative team in authentic dialogue to promote a culture that differs from traditional models of postdoc mentorship and development.

Initial findings show that to maximize the progression of postdoctoral scholars, it is important to understand and address their self-identified issues surrounding mentorship and professional barriers that impede their success. The target audiences of this work are institutional programs, individuals who work with postdoctoral scholars, and those with an interest in diversifying and retaining future URM STEM faculty. Recommendations offer suggestions about ways to support, mentor, and build an inclusive community for postdocs that helps them become independent, confident, and competent emerging faculty who can succeed in academia.