Search for: All records

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. 

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. 

The current study explores the implementation and impact of online peer mentee training, part of a larger online peer mentoring program, on the science, technology, engineering, and mathematics (STEM) self-efficacy, sense of belonging, and STEM identity of Black, Indigenous, and Other People of Color (BIPOC) males enrolled in STEM degree programs at a historically Black institution. Framed by Bandura’s Self-Efficacy Theory, Tinto’s Institutional department Model, and Social Cognitive Career Theory, it examines participants’ intent to persist in their STEM degree programs and subsequent STEM careers. Using a case study design, interviews and focus groups were analyzed. Five themes were identified: Development and Solidification of Identity, Increase in Confidence, Motivation to Make an Impact, Belonging, and Persistence and Retention through Developing Skills. The study is significant as it attends to the dearth in research that examines BIPOC males’ experiences in an online peer mentoring program while enrolled in STEM degree programs at historically Black colleges and universities (HBCUs). The findings provide insight on one method for supporting the participation of BIPOC males in STEM—an historically underrepresented population within STEM degree programs and fields. The findings inform institutions seeking to broaden participation within STEM fields while simultaneously supporting the retention of underrepresented populations in STEM degree programs. The findings also inform future implementations of online peer mentoring programs within HBCUs. 

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.