An Intersectional Framework for Effectively Mentoring Latinas in STEM Fields

Abstract While Latinas are underrepresented across all areas of academia, this problem is especially severe in the science, technology, engineering, and mathematics (STEM) fields. This chapter offers a “best practices,” step‑by-step guide for how to effectively mentor Latinas in STEM fields—drawing from interdisciplinary concepts, culled from critical race studies, statistics, and anthropology—and personal experience as a Latina in STEM, mentor, and mentee. Crenshaw’s (1989) theory of intersectionality, Farmer’s (1999) notion of structural violence, and multivariate statistical modeling is used to demonstrate that intersectional inequality can be traced back to social structures. Multi‑gender and multiethnic mentoring by individuals who are motivated to help junior colleagues succeed is argued for, and it is suggested that the best way to mentor Latinas in academia is to provide support tailored to their unique experiences and goals. It is also suggested that mentors recognize that goals are strongly determined by Latina’s values, personal histories, and intersectional identities. To accurately understand the needs of Latina mentees, and provide flexible and adaptive mentorship, mentors must listen to the unique barriers individual mentees have faced. Furthermore, good mentorship encourages Latinas to transition from reproducer to producer of academic theory and knowledge by allowing them to explore beyond the “traditional research agenda.” Finally, mentors are encouraged to say “yes” to the innovative research approaches or topics, unfamiliar teaching styles, or new ideas for institution building, etc. Latina mentees propose. Embracing these unorthodox proposals will lead to a greater diversity of ideas, thus moving the academy forward and supporting the success of Latinx students.