TABLE 3.

Strategies for STEM research mentoring

Actionable strategy	Why this strategy is useful
When working with culturally Deaf students, faculty mentors should develop a working knowledge and awareness of Deaf culture and ASL (Braun et al., 2017; Majocha et al., 2018).	Mentoring for various minority groups is more effective when the faculty mentor is familiar with the mentee’s minority culture (Haeger and Fresquez, 2016; Braun et al., 2017; Majocha et al., 2018).
	Deaf mentees benefit greatly when paired with deaf faculty mentors (Listman and Dingus-Eason, 2016; Braun et al., 2017; Majocha et al., 2018).
	Hearing faculty mentors who are knowledgeable or willing to learn about deaf students and Deaf culture are nearly as effective as deaf faculty mentors (Braun et al., 2017; Majocha et al., 2018). Faculty can reach out to research programs that have served deaf students to learn from their experiences. Faculty can also reach out to successful deaf scientists to learn from their lived experiences (Listman, 2013; Listman and Dingus-Eason, 2016).
Faculty mentors should provide full communication access and advocate for the communication needs of their deaf mentees (Braun et al., 2017; Majocha et al., 2018).	The faculty mentor is more powerful than the student within the university’s structure.
Faculty mentors should teach self-advocacy to their deaf mentees (Braun et al., 2017; Majocha et al., 2018).	Teaching deaf mentees how to request interpreters and obtain accommodations will assist them in becoming successful as scientists (Listman and Dingus-­Eason, 2016; Braun et al., 2017).
Include a cohort of at least two deaf students rather than a single deaf student in isolation (Braun et al., 2017; Majocha et al., 2018).	Internship experiences are more likely to promote positive socialization and strengthen connections when they include a cohort of at least two deaf students rather than a single deaf student in isolation (Solomon et al., 2012; Majocha et al., 2018).