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

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...

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Bibliographic Details
Published inInternational journal of mentoring and coaching in education Vol. 13; no. 3; pp. 328 - 345
Main Authors Wendt, Jillian L., Jones, Vivian O.
Format Journal Article
LanguageEnglish
Published Bingley Emerald Publishing Limited 20.08.2024
Emerald Group Publishing Limited
Subjects
Black students
Career development planning
Career Planning
Careers
College Students
Ethnicity
First generation students
Gender
Historically Black Colleges & Universities
Mentoring programs
Mentors
Peers
School Holding Power
Self-efficacy
STEM education
Student retention
Success
United States > US
Racially and ethnically minoritized women
Peer mentoring
HBCU
STEM
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Summary: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.
ISSN:2046-6854
2046-6862
DOI:10.1108/IJMCE-03-2023-0033