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

• Published in: International 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
• Language: English
• 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
• ISSN: 2046-6854; 2046-6862
• DOI: 10.1108/IJMCE-03-2023-0033

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.