2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

This qualitative study was guided by Social Capital Theory (SCT), Social Cognitive Career Theory (SCCT), and Social Cognitive Theory to underscore the impact of contextual factors on Latine STEM doctoral students’ motivations regarding their education and career paths. Within the frame of this study, contextual factors refer to mentoring relationships with faculty. The research team interviewed seven Latine STEM doctoral students individually to understand their perceptions and experiences regarding doctoral mentoring and relationships. Data collection occurred between Fall 2018 and Spring 2021 in two historically white institutions (HWI) and a historically Black college and university (HBCU) in the southeastern region of the US as part of a larger study. The interviews were analyzed using interpretative phenomenological analysis (IPA). IPA revealed three themes, describing Latine STEM doctoral students’ perceptions around (1) social-emotional needs in day-to-day interactions with faculty mentors, (2) career aspirations and the expectations for acquiring skills and knowledge to become independent professionals, and (3) imprints of gender and culture intersections within the STEM context. Findings discussed the need for radical updates to the STEM culture through redefining mentoring practices.