2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

(Keywords: Engineering, Professional, Faculty).
Studies conducted on engineering postdoctoral scholars have shown that postdocs successfully matriculate to faculty positions when their identities (e.g. gender, class, race, ethnicity) are embraced beyond their Science Technology Engineering, and Mathematics (STEM) identities. Recognizing postdocs beyond their professional identities necessitates an exploration of the interplay of their identities and power dynamics at play between their internal (i.e., self-identifying and covert identifiers) and external (i.e., forward facing and/or overt identifiers) identities. Our work explores the intersections of engineering postdoctoral scholars' identities and how postdocs can be embraced in an intersectional mentorship model.

Traditionally, intersectionality has studied the convergence of overlapping identities through a lens of power and oppression. The foundation of (Program Name) however, is an intersectional mentorship model that implores three types of mentors along with some adaptations of Walker et al.’s (2008) multiple apprenticeship model. Within our intersectional model, the three mentor types are primary (focused on research), secondary (focused on teaching and/or service), and intersectional (aligned with identities of scholars’ choosing). The intersectional model is supported by Walker et al.’s (2008) five key features (1) intentionality, (2) multiple relationships, (3) collective responsibility, (4) recognition, and (5) respect, trust, and reciprocity, which guide how postdocs and their mentors engage. This integrated model engages scholars, mentors, and members of the administrative team in authentic dialogue, promotes a culture that differs from traditional postdoctoral mentorship models, and expands the definition of intersectionality beyond postdocs' overt identities.

Our intersectional mentorship model is one method to highlight the assets of scholars and further develop an inclusive community and culture. Investigating overlapping identities could lead to understanding of how postdocs navigate spaces and cultivate communities in academia. The intersectional mentorship model facilitates this reform by providing scholars with different types of mentors who can meet their diverse intersectional needs and move them toward the professoriate. This exposes scholars early in their careers to savvy strategies that reduce taxation and other oppressive practices that may cause battle fatigue. Another benefit of the model is the connections postdocs develop with faculty who have successfully navigated the academic terrain given their own multiple identities. Having this connection provides a roadmap for scholars who may have not been exposed to faculty of similar identities. Additionally, as the postdocs and their mentors formulate a bond, it creates a safe space for vulnerability and expansions of dialogue beyond research (e.g., community-based service, policy exploration, and mentoring of underrepresented students). These relationships give scholars permission to show up authentically, have challenging conversations, and feel psychologically safe to lead without assimilating or code-switching.

Our goal is to share how (Program Name) provides a transformational model in the development of critically aware scholars who are not expected to separate their personal and professional identities. The focus of the intersectional mentorship model and mentoring elements of the program offers others in academia a blueprint to validate the competence and worth of postdoctoral scholars as they pursue tenure-track faculty positions.