Taking Mentorship Into Your Own Hands: Lessons and Strategies for Latina Doctoral Students Navigating STEM Academia From a Latina Perspective

Abstract The literature on retention and graduation in postsecondary education consistently highlights mentorship as a critical factor in the success of underrepresented minority (URM) students pursuing science, technology, engineering, and mathematics (STEM) degrees (Contreras Aguirre & Banda, 2019; Estrada et al., 2018; Katherine et al., 2020; Nkrumah & Scott, 2022). For Hispanic graduate students, strong mentorship fosters belonging and academic self‑efficacy, which are key resources for persistence and career advancement (Holloway‑Friesen, 2021). While prior scholarship has examined Latina faculty mentoring practices (Figueroa & Rodriguez, 2015), less is known about how Latinx doctoral students themselves leverage mentorship and what concrete steps they can take toward degree completion (Brunsma et al., 2017). This reflective essay explores the pivotal role of mentorship in doctoral persistence, drawing from the author’s experiences as a STEM transfer student, current doctoral candidate, and higher education professional. The author highlights how mentorship and professional opportunities intersect to support the success of emerging Latinas in STEM doctoral programs. The essay offers insights intended both for Latina doctoral students seeking guidance and for mentors working with Latinx students, serving as a resource to encourage reflection and promote actionable support strategies. Although the focus is on Latinas in STEM doctoral pathways, the principles discussed, including mentorship, professional development, and the cultivation of belonging extend broadly to other underrepresented groups across disciplines. The author concludes by underscoring the need for intentional support structures that promote doctoral success for Latinas and beyond.