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

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Mentoring and Coaching in Education Pub Date : 2024-04-11 DOI:10.1108/ijmce-03-2023-0033

Jillian L. Wendt, Vivian O. Jones

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引用次数: 0

Abstract

Purpose

Racially 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/approach

A 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.

Findings

Analysis 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/value

The 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.

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在线 STEM 同伴指导计划中同伴指导者的经验："灯塔"

目的：在科学、技术、工程和数学（STEM）课程和职业中，少数种族和少数族裔（REM）妇女的代表人数仍然不足。同伴指导是支持她们参与的一种策略。本研究探讨了黑人女性同伴指导者在两所历史悠久的黑人院校的在线同伴指导计划中的经历。设计/方法/途径采用定性案例研究方法，探讨在线同伴指导计划对同伴指导者的 STEM 自我效能感、社区感、STEM 身份认同和坚持 STEM 学习的意愿的影响。研究结果分析发现了与同伴导师在该计划中的经历有关的五个主题：(1) "我能行 "的方法：自信和自我效能；(2) 同类人的效用；(3) "灯塔"：交叉和可塑的身份；(4) 技能发展；(5) 动机和互惠。此外，还分享了在线关系所面临的挑战。原创性/价值这项研究通过展示在线同伴指导模式在两所历史悠久的黑人院校科学、技术和工程学专业女导师中的实用性，为知识体系做出了贡献。研究结果为那些在历史上被边缘化的人提供了支持，帮助她们参与并留在 STEM 中。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

International Journal of Mentoring and Coaching in Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.90

自引率

33.30%

发文量

期刊介绍： The International Journal of Mentoring and Coaching in Education (IJMCE) publishes cutting edge research, theoretical accounts and emerging issues of mentoring and coaching in educational contexts, including schools, colleges and universities. IJMCE provides global insights and critical accounts of how mentoring and coaching are evolving on a global platform evidencing their situated nature and generic characteristics. This unique journal highlights what is recognised as effective and less effective practice in specific contexts, as well as demonstrating why this is so and discussing possible transferability to other contexts. Coverage includes, but is not limited to: Pre-service teacher education, New teacher induction and early professional learning, Teachers’ CPD provision, Educational technology provision, Educational leadership, Pre-school education and care, School/FE and HE education, Undergraduate student tuition, Postgraduate student tuition, Educational consultancy services, Children’s support services, Adult learning services.

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