Peer mentoring women in STEM: an explanatory case study on reflections from a program in Jordan

Abstract

ABSTRACT Women in STEM are underrepresented and face challenges in balancing work and family. Therefore, mentoring is an important career intervention that focuses on individual’s well-being and professional career. This study introduces a voluntary, flexible, context-sensitive and informal peer-based mentoring model. Twenty-six female STEM professors from Jordanian universities participated in the program for an academic year, self-identifying as mentors/mentees, creating a unique mentoring network across institutions. This case study uses multiple data sources to illustrate opportunities and challenges inherent in the model. Most participants found the program enriching, exciting and a challenging learning experience. Mentors reported increases in self-confidence and satisfaction derived from contributing to the academic community. Mentees emphasized their continuous learning and improved prioritisation skills. Both reflected on the importance of peer-mentoring for women in academia. The flexibility and organic growth possibility of the model is promising and holds important implications for policy makers and practitioners for future implementation.