Encouraging Confidence: The Impact of an Online Peer Mentoring Program on Women Peer Mentees in STEM at Two HBCUs

Abstract

The purpose of this project was to examine the impact of participation in an online peer mentoring program on peer mentees in an effort to broaden participation of racially and ethnically minoritized women in science, technology, engineering, and mathematics (STEM) degree programs. A total of 22 students identifying as women who were enrolled in STEM degree programs at one of two participating historically Black institutions participated in the program. After participating in an online peer mentee training program and engaging in peer mentoring relationships over the course of one academic year, interviews and focus groups were conducted to determine the impact of participation in the program on mentees’ STEM self-efficacy, sense of community, STEM identity, and intent to persist in their STEM degree programs. Following a case study approach, findings demonstrated that peer mentees reported overall positive outcomes from participation in the program to include increased STEM self-efficacy, increased sense of belonging, increased STEM identity, and increased intent to persist. Implications and suggestions for future research are discussed.