The relationship between social presence and group identification within online communities and its impact on the success of online communities

Abstract

In order to encourage more girls to choose STEM-study courses (Science, Technology, Engineering, and Mathematics) we created an online community and e-mentoring program for German high school girls and women engaged in STEM vocational fields. Within the online community, we brought together girls and female role models. A community platform was offered for getting to know and exchange with other community members. Within this community, we used quantitative methods to measure the students' levels of social presence and group identity, and tested to see if a correlation between those two factors exists. We further evaluated if the group identity has an impact on the girls interest and willingness to participate in STEM. © Springer-Verlag Berlin Heidelberg 2007.