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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. 

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.