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1. Changing the Face of STEM: Review of Literature on The Role of Mentors in the Success of Undergraduate Black Women in STEM Education

   Dickens, D. (September 2021, Journal of research initiatives)

   The lack of ethnic and gender diversity in STEM undergraduate programs may lead to diversity and equity issues in STEM careers. However, some research suggests that mentoring influences the career trajectory of Black undergraduate women students in STEM. The investigation into these phenomena highlights suggestions for future research on mentoring Black undergraduate women in STEM. More recently, empirical research on mentoring among Black women have gained some momentum. Furthermore, with the increasing diversity and inclusivity demands from #ShutdownSTEM, in support of the Black Lives Matter movement, there is a focus on correcting barriers to access in STEM. Therefore, this conceptual paper reviews the literature on mentoring undergraduate Black women in STEM, effective mentoring best practices, and future research and policymaking suggestions. 

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2. Notes on Being a Black Woman in STEM: A Review of Existing Research Concerning the Experiences of Black Women Pursuing Undergraduate STEM Degrees

   https://doi.org/10.1007/978-3-031-32186-3_3-1  

   Williams, Krystal L (January 2023, Springer Nature Switzerland)

   This chapter focuses on the experiences of Black undergraduate women, with an emphasis on factors that hinder and help to promote their successful progression to STEM degrees. In doing so, the chapter explores existing research concerning how their experiences may be shaped by their gender and race, as well as the combination thereof. The chapter begins with some important contextual information to frame the discussion of literature that follows. This entails defining STEM as a concept, as well as a discussion of the national STEM policy agenda. The second section of the chapter provides a thematic review of current higher education literature concerning Black women’s experiences in STEM, detailing frameworks that are common in the literature and covering issues such as the complexities of race-gendered stereotypes in STEM, along with Historically Black Colleges and Universities (HBCUs) and Black women’s STEM experiences. The third section of the chapter proposes a conceptual framework that combines the literature concerning Black women’s challenges pursuing STEM degrees and their sources of support to better understand how both can ultimately impact their STEM success. The chapter closes by highlighting important limitations in existing research and offering suggestions for future work. 

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3. Encouraging Confidence: The Impact of an Online Peer Mentoring Program on Women Peer Mentees in STEM at Two HBCUs

   https://doi.org/10.3390/higheredu4010003  

   Jones, Vivian O; Wendt, Jillian L (March 2025, Trends in Higher Education)

   The purpose of this project was to examine the impact of participation in an online peer mentoring program on peer mentees in an effort to broaden participation of racially and ethnically minoritized women in science, technology, engineering, and mathematics (STEM) degree programs. A total of 22 students identifying as women who were enrolled in STEM degree programs at one of two participating historically Black institutions participated in the program. After participating in an online peer mentee training program and engaging in peer mentoring relationships over the course of one academic year, interviews and focus groups were conducted to determine the impact of participation in the program on mentees’ STEM self-efficacy, sense of community, STEM identity, and intent to persist in their STEM degree programs. Following a case study approach, findings demonstrated that peer mentees reported overall positive outcomes from participation in the program to include increased STEM self-efficacy, increased sense of belonging, increased STEM identity, and increased intent to persist. Implications and suggestions for future research are discussed. 

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4. A case for a virtual STEM peer-mentoring experience for racial and ethnic minority women mentees

   https://doi.org/10.1108/IJMCE-08-2020-0053  

   Rockinson-Szapkiw, Amanda; Herring Watson, Jessica; Gishbaugher, Jackie; Wendt, Jillian L. (April 2021, International Journal of Mentoring and Coaching in Education)

   null (Ed.)

   Purpose While previous research has examined the effectiveness of peer mentoring from the mentee's perspective, more research is needed to uncover how and why the interplay of the peer-mentoring relationship in a virtual format, especially for racial and ethnic minority (REM) women in historically Black colleges and universities (HBCUs) seeking a science, technology, engineering and mathematics (STEM) degree, impacts STEM success. This study seeks to address weaknesses in the mentoring literature by presenting a thorough and thick description of the peer mentoring experience for REM women in HBCU pursuing STEM degrees. Design/methodology/approach A multi-site case study approach (Yin, 2014) was employed to explore to what extent, if at all, and how did participating in the virtual STEM peer-mentoring experience influence peer mentees' STEM beliefs, interests, skills and behaviors. Findings Findings demonstrated that the experiences of undergraduate REM women mentees supported engagement in virtual STEM peer mentoring as it was beneficial to developing a sense of belonging, enhancing interest in STEM, encouraging STEM identity, building STEM self-efficacy and, ultimately, promoting STEM persistence. The current study provides a rich picture of how and why peer mentoring is perceived as effective by mentees in STEM programs at HBCUs. Originality/value The findings from this study contribute greatly to the body of knowledge and will serve as a foundational model on which future VSTEM PM relationships can be built and fostered among other HBCUs, with the potential to broaden participation in STEM. 

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5. Peer mentors' experiences in an online STEM peer mentoring program: “beacons of light”

   https://doi.org/10.1108/IJMCE-03-2023-0033  

   Wendt, Jillian L.; Jones, Vivian O. (April 2024, International Journal of Mentoring and Coaching in Education)

   PurposeRacially and ethnically minoritized (REM) women continue to be underrepresented in science, technology, engineering and mathematics (STEM) programs and careers. Peer mentoring is one strategy that can support their participation. This study explores the experiences of Black women peer mentors in an online peer mentoring program at two historically Black institutions. Design/methodology/approachA qualitative case study approach was utilized to explore the impact of an online peer mentoring program on peer mentors' STEM self-efficacy, sense of community, STEM identity and intent to persist in STEM. FindingsAnalysis identified five themes relating to peer mentors' experiences in the program: (1) an “I can do this” approach: confidence and self-efficacy; (2) utility of like others; (3) “beacons of light”: intersecting and malleable identities; (4) skills development and (5) motivation and reciprocity. Further, challenges of the online relationship were shared. Originality/valueThe study contributes to the body of knowledge by demonstrating the utility of an online peer mentoring model among women mentors enrolled in STEM programs at two historically Black institutions. The findings support those who are historically marginalized in participating in and remaining in STEM. 

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