Mentor Influence Among Hispanic Engineering Students’ Learning Research Experiences

The influential role of mentors in undergraduate research experiences (UREs) is of the utmost importance. This study examined the differences between cohorts among engineering undergraduate students who participated in a one-year research-focused program at a Hispanic-serving institution (HSI). The study’s purpose was to gain insight into the mentors’ influence on students’ learning by assessing different cohorts as well as the acquisition of social, professional, technical, and research skills. With a mixed-methods approach, undergraduate students responded to surveys and participated in one-on-one interviews describing the relationships with their mentors. Results indicated differences by cohort in three areas: research understanding in engineering, professional and social skills, and research skills, with students from cohort three scoring lower than the other cohorts in all three sections. Students from the third cohort found gaps and limitations in the mentoring, while students from the other cohorts described benefits and gains with mentors sharing personal, academic, and professional experiences. Students expressed a stronger connection with their mentors when mentors showed accessibility, availability, knowledge, and willingness to support students. Institutional programs should be aware of the essential role mentors play in creating a welcoming and positive climate for students that could ultimately change students’ decisions about their career plans.