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1. The benefits and challenges of a blended peer mentoring program for women peer mentors in science, technology, engineering and mathematics (STEM)

   https://doi.org/10.1108/IJMCE-03-2020-0011  

   Rockinson-Szapkiw, Amanda ; Wendt, Jillian L. ( November 2020 , International Journal of Mentoring and Coaching in Education)

   null (Ed.)

   Purpose The unequitable representation among genders in science, technology, engineering and mathematics (STEM) degrees and careers remains a persisting challenge. Peer mentoring has been cited as one method for supporting women and racial and ethnic minorities in becoming interested in, experiencing self-efficacy in and persisting in STEM. The current study was undertaken to explore how and in what ways peer mentors' participation in the program (namely, the mentoring experience) influenced their STEM self-efficacy beliefs, interests, skills and behaviors, including their intent to persist and actual persistence in STEM. Design/methodology/approach Using a multisite case study design, the current study implemented a blended peer mentoring program at two historically black institutions. Findings The experience in the peer mentoring process increased mentors' self-efficacy, career interest, perceived mentoring skill development in most areas and intent to persist in STEM. Evidence from the interviews and open-ended survey questions demonstrated that the peer mentoring experience had a direct influence on the mentor's self-efficacy, career interest, leadership and professional skills and persistence. The thematic analysis of the data sources revealed that specific elements of the peer mentoring experience influenced mentors' beliefs, interests, skills and behaviors, including recognition, functioning as a mentor, developing an other's orientation, engaging in a sisterhood and developing competencies. Originality/value Findings support the benefit of the blended peer mentoring program model among women who identify as a racial or ethnic minority across two historically black college or universities (HBCUs). Peer mentoring programs should include training to increase competencies and skills, should provide resources targeted to specific mentor needs and should include opportunities for self-reflection and components of faculty support. 

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2. The Impact of an Online Peer Mentoring Program on Stem Students at Two Historically Black Institutions During the COVID 19 Pandemic

   https://doi.org/10.21467/proceedings.148.5  

   Wendt, Jillian L. ( June 2023 , AIJR Proceedings)

   To address the continuing disparity in the representation of women and racial and ethnically minoritized populations in STEM, an online peer mentoring program, eSTEM, was developed, implemented, and tested among undergraduate and graduate students enrolled in STEM degree programs at two historically black institutions. Using a case study design, participants’ experiences in the program were evaluated to determine the degree to which their participation impacted their STEM self-efficacy, sense of community, STEM identity, and intent to persist in STEM. Several themes were identified which demonstrate that the eSTEM program is effective in enhancing students’ feelings of self-efficacy, sense of community and belonging in STEM, STEM identity and understanding of intersecting identities, and in sustaining their intent to persist in STEM degree programs and careers.

    

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3. Taking stock of campus mentoring ecosystems: a peer assessment dialogue exercise

   https://doi.org/10.1108/IJMCE-09-2022-0072  

   Packard, Becky Wai-Ling ; Montgomery, Beronda L. ; Mondisa, Joi-Lynn ( September 2023 , International Journal of Mentoring and Coaching in Education)

   The purpose of this study was to examine the experiences of multiple campus teams as they engaged in the assessment of their science, technology, engineering and mathematics (STEM) mentoring ecosystems within a peer assessment dialogue exercise.

   This project utilized a qualitative multicase study method involving six campus teams, drawing upon completed inventory and visual mapping artefacts, session observations and debriefing interviews. The campuses included research universities, small colleges and minority-serving institutions (MSIs) across the United States of America. The authors analysed which features of the peer assessment dialogue exercise scaffolded participants' learning about ecosystem synergies and threats.

   The results illustrated the benefit of instructor modelling, intra-team process time and multiple rounds of peer assessment. Participants gained new insights into their own campuses and an increased sense of possibility by dialoguing with peer campuses.

   This project involved teams from a small set of institutions, relying on observational and self-reported debriefing data. Future research could centre perspectives of institutional leaders.

   The authors recommend dedicating time to the institutional assessment of mentoring ecosystems. Investing in a campus-wide mentoring infrastructure could align with campus equity goals.

   In contrast to studies that have focussed solely on programmatic outcomes of mentoring, this study explored strategies to strengthen institutional mentoring ecosystems in higher education, with a focus on peer assessment, dialogue and learning exercises.

    

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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. Give and gain: Black engineering students as near‐peer mentors

   https://doi.org/10.1002/jee.20520  

   Taylor, Jr., Leonard ; Mastrogiovanni, Margaret ; Lakin, Joni M. ; Davis, Virginia ( April 2023 , Journal of Engineering Education)

   Engineering‐oriented bridge programs and camps are popular strategies for broadening participation. The students who often serve as counselors and mentors in these programs are integral to their success.

   Predicated on the belief that mentoring contributes to positive outcomes for the mentors themselves, we sought to understand how undergraduate student mentors approached and experienced their work with a 6‐day overnight, NSF‐sponsored youth engineering camp (YEC). This study was guided by the question: How did YEC camp counselors approach and experience their roles as mentors?

   We conducted an exploratory qualitative study of four Black undergraduate engineering students' experiences with and approaches to near‐peer mentorship in the YEC program. Data consisted of transcripts from two post‐program interviews and one written reflection from each participant. We analyzed data through abductive coding and the funds of knowledge framework.

   Through subsequent interpretation of code categories, we found YEC mentors: (1) engaged in altruistic motivations as YEC mentors, (2) leveraged previous experiences to guide their approaches to mentorship, and (3) engaged in self‐directed learning and development.

   This study highlights the knowledge and strategies that YEC mentors drew upon in their roles, and how they sought and achieved various personal, academic, and professional benefits. Insights from this study illustrate how near‐peer mentors can support their and others' engineering aspirations.

    

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