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Brief Abstract: This presentation will outline a design case describing the tensions and resolutions of a virtual STEM mentoring program developed for mid-career STEM women faculty. The design focused on the self-paced modules. The case highlights the intersection of design elements, Bandura’s (1977) sources of self-efficacy, as related to mentoring competencies and career advancement. 

Abstract The mixed method examination of a pilot of a virtual peer mentoring program for the advancement of women faculty is described. Evidence from the semi-structured interviews and surveys demonstrated that the peer mentoring experience had a direct impact on the mentor and mentees’ s efficacy related to their career progress, promotion, and mentoring competencies. Sense of belonging in the STEM community also improved. The study results will be presented and discussed as well as the development of the program. 

Research indicates that peer mentoring is an effective solution for building ethnic and racial minority women’s self-efficacy to persist in STEM degrees and careers. What is not known, however, is how to design a training program grounded in learning theory to build mentoring knowledge, skills, and self-efficacy in underrepresented populations in Historically Black Colleges and Universities (HBCU). This instructional design case fulfills that gap by presenting details of design challenges and decisions made while developing an eight-week online training program for both mentors and mentees participating in a STEM peer mentoring program at two HBCUs. This design case is a second iteration of the training program following an initial pilot study. Stakeholder feedback, along with a conceptual framework, including Tinto’s Institutional Departure Model and Bandura’s Theory of Self-Efficacy, guided the design work. 

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. 

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.