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The Efficacy of a Blended Peer Mentoring Experience for Racial and Ethnic Minority Women in STEM Pilot Study: Academic, Professional, and Psychosocial Outcomes for Mentors and Mentees

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Abstract

To address the persistent underrepresentation of women and racial and ethnic minorities in STEM, the current study utilized a quasi-experimental posttest waitlist control group approach to examine the effect of a 1-year virtual peer mentoring program on the academic, professional, and psychosocial outcomes of graduate mentors and undergraduate mentees enrolled in STEM degree programs at two historically black institutions. The findings demonstrated that mentors and mentees participating in the mentoring program experienced increased levels of community, STEM achievement, career self-efficacy, and intent to persist in STEM degrees and careers. Mentors experienced increased interest in science, engineering, and technology, and mentees experienced increased interest in science, engineering, and mathematics. The implications of the program, especially among women and racial and ethnic minorities enrolled in historically black institutions, are discussed, as well as suggestions for future study.

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This material is based upon work supported by the National Science Foundation under Grant No. 1717082.

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  1. University of Memphis, Memphis, TN, 38152, USA

    Amanda Rockinson-Szapkiw

  2. University of the District of Columbia, Washington, DC, 20008, USA

    Jillian L. Wendt

  3. Mercer University, Atlanta, GA, 30341, USA

    Jacqueline S. Stephen

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Rockinson-Szapkiw, A., Wendt, J.L. & Stephen, J.S. The Efficacy of a Blended Peer Mentoring Experience for Racial and Ethnic Minority Women in STEM Pilot Study: Academic, Professional, and Psychosocial Outcomes for Mentors and Mentees. Journal for STEM Educ Res 4, 173–193 (2021). https://doi.org/10.1007/s41979-020-00048-6

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