STEM Near Peer Mentoring for Secondary School Students: a Case Study of University Mentors’ Experiences with Online Mentoring

Garcia-Melgar, Ana; Meyers, Noel

doi:10.1007/s41979-019-00024-9

Cited by 15 publications

(16 citation statements)

References 41 publications

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“…Our results complement and extend past research on the general effectiveness of the three online mentoring formats for supporting girls in STEM. Whereas the effectiveness of the one‐on‐one and hybrid formats of online mentoring has already been shown for this age group, 8–11,20,23 our study is—to the best of our knowledge—the first to show that many‐to‐many group mentoring (without an individual assignment of one mentee to one mentor) can also be effective.…”

Section: Discussionmentioning

confidence: 56%

“…As many as 800 mentees and 800 mentors from throughout Germany participate in the program every year. Mentees are girls enrolled in secondary education in Germany (i.e., in grades [5][6][7][8][9][10][11][12][13] and thus between the ages of 11 and 18 years. The mentors are women who have a college-level STEM degree and are working in a STEM profession or on a graduatelevel STEM degree.…”

Section: Study Settingmentioning

confidence: 99%

“…One measure that can be effective for increasing the STEM participation rates of women and for achieving desirable outcomes for girls on related variables in STEM is online mentoring 8–12 . Mentoring has a wide variety of definitions 13–15 .…”

Section: Introductionmentioning

confidence: 99%

“…One measure that can be effective for increasing the STEM participation rates of women and for achieving desirable outcomes for girls on related doi: 10.1111/nyas.14476 variables in STEM is online mentoring. [8][9][10][11][12] Mentoring has a wide variety of definitions. [13][14][15] For our study, we define mentoring as a relatively stable relationship between one or more experienced persons (i.e., mentors) and one or more less experienced persons (i.e., mentees).…”

Section: Introductionmentioning

confidence: 99%

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Nine years of online mentoring for secondary school girls in STEM: an empirical comparison of three mentoring formats

Stoeger

Heilemann

Debatin

et al. 2020

Annals of the New York Academy of Sciences

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Online mentoring can be useful for supporting girls in science, technology, engineering, and mathematics (STEM). Yet, little is known about the differential effects of various online mentoring formats. We examine the general and relative effectiveness of three online mentoring formats, one-on-one mentoring, many-to-many group mentoring, and a hybrid form of the two. All three formats were implemented in different years in the Germany-wide onlineonly mentoring program, CyberMentor, whose platform enables communication and networking between up to 800 girls (in grades 5-13) and 800 women (STEM professionals) each year. We combined longitudinal mentee data for all first-year participants (N = 4017 girls, M age = 14.15 years) from 9 consecutive mentoring years to evaluate and compare the three mentoring formats. Overall, all formats effected comparable increases in mentees' STEM activities and certainty about career plans. However, mentees' communication behavior and networking behavior on the mentoring platform differed between the three formats. Mentees in the hybrid mentoring format showed the most extensive STEM-related communication and networking on the platform. We also analyzed the explanatory contributions of STEM-related communication and networking on interindividual differences in the developmental trajectories of mentees' STEM activities, elective intentions in STEM, and certainty about career plans, for each format separately.

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Section: Discussionmentioning

confidence: 56%

Section: Study Settingmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Nine years of online mentoring for secondary school girls in STEM: an empirical comparison of three mentoring formats

Stoeger

Heilemann

Debatin

et al. 2020

Annals of the New York Academy of Sciences

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show abstract

“…These discussions were uncommon, so we were unable to fully consider how these processes may have shaped social community. However, others have found that peer and near-peer mentoring programs can facilitate coping, support, and positive academic outcomes for STEM students (Garcia-Melgar & Meyers, 2020;Zaniewski & Reinholz, 2016). It is also possible that non-mentoring peer or near-peer interactions fostered by CSS participation may have facilitated social community and enhanced the success of mentoring.…”

Section: How Mentoring Influences Scientific Identitymentioning

confidence: 99%

“Looking at Myself in the Future”: how mentoring shapes scientific identity for STEM students from underrepresented groups

et al. 2020

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Background Mentorship has been well-established in the literature as fostering scientific identity and career pathways for underrepresented minority students in science, technology, engineering, and mathematics (STEM) fields. Mentorship is prioritized by programs that aim to increase diversity and support future leadership in STEM fields, but in-depth understanding of mentorship in these contexts remains limited. Drawing on qualitative interview data, we sought to understand the relationship between mentoring and scientific identity among a diverse sample of 24 students in one such program, in order to inform program development. Results Qualitative analysis of the data revealed that mentorship, especially research mentorship, was common and played a role in formation of scientific identity. Students with research mentors tended to say they strongly identified as scientists, whereas those who lacked research mentorship varied in their level of scientific identity. In interviews, research-mentored students described mentors as colleagues who gave them opportunities to grow and as examples to look up to. Students valued mentors with whom they identified on the basis of demographic similarity or shared values, as well as those who challenged them in their academic and research endeavors. Conclusions Our analysis highlights how different mentoring experiences can contribute to development of future STEM leadership. We discuss implications for practice, including the need for tailored mentoring approaches and research-focused mentoring, and offer several recommendations for research and programming.

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Effectiveness of peer mentoring in the study entry phase: A systematic review

Gehreke,

Schilling,

Kauffeld

2024

Review of Education

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Peer mentoring is a widely employed strategy in higher education to foster student development and integration. However, the effectiveness of peer mentoring in higher education lacks well‐established statements. A systematic review was conducted to assess the efficacy of peer mentoring during the initial phase of academic studies. This review evaluated effectiveness based on four outcomes: intention to drop out, the sense of belonging, academic and social integration. It also scrutinised gender disparities and distinctions between digital and non‐digital, and group‐based and individual peer mentoring. The review revealed that peer mentoring is an effective support mechanism, yielding favourable impacts across various outcomes: social and academic integration, career benefits, emotional benefits, soft skills, university‐life balance, study dropout intention and sense of belonging to university. Gender disparities were generally inconspicuous in most studies. Digital peer mentoring proved effective, though students reported reduced levels of social support compared to non‐digital peer‐mentoring. Both individual and group‐based peer mentoring programmes were utilised, but specific outcomes distinguishing the two formats were not discerned. In summary, peer mentoring proves to be a valuable resource for first‐year students, particularly concerning academic and social integration. To holistically address the diverse needs of first‐year students additional approaches may be considered.

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STEM Near Peer Mentoring for Secondary School Students: a Case Study of University Mentors’ Experiences with Online Mentoring

Cited by 15 publications

References 41 publications

Nine years of online mentoring for secondary school girls in STEM: an empirical comparison of three mentoring formats

Nine years of online mentoring for secondary school girls in STEM: an empirical comparison of three mentoring formats

“Looking at Myself in the Future”: how mentoring shapes scientific identity for STEM students from underrepresented groups

Effectiveness of peer mentoring in the study entry phase: A systematic review

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