Underrepresented Minority Women's Experiences in a Virtual eSTEM Peer Mentoring Program

Vivian Jones; Jillian Wendt

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Conference: 2022 ASEE Annual Conference & Exposition
Location: Minneapolis, MN
Publication Date: August 23, 2022
Start Date: June 26, 2022
End Date: June 29, 2022
Conference Session: NSF Grantees Poster Session
Page Count: 9
DOI: 10.18260/1-2--41991
Permanent URL: https://peer.asee.org/41991
Download Count: 259

Paper Authors

biography

Vivian Jones Bethune-Cookman University

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Dr. Vivian O. Jones is an educator and researcher based in Central Florida. Her expertise includes K-12 mathematics teaching, distance learning, data analysis, research and mentoring college students in the STEM fields. Her current work focuses on big data and underrepresented minority women in mathematics and STEM fields. Dr. Jones began her career in k-12 teaching mathematics more than 20 years ago in middle and high school, with a focus in geometry and algebra. After earning a M.S degree in Counseling and Psychology, she received her Doctorate of Philosophy degree in Mathematics Education and transitioned to higher education where she is a professor who teaching college level mathematics, specializing in calculus and statistics, and math education courses. She currently serves as the Assistant Dean for the School of Education at Bethune-Cookman University in Daytona Beach, FL and is Assistant Professor, Instructional Mentor and Program Director for Math Specialists at Liberty University Online. Dr. Jones also holds a B.S. degree in Mathematics.

Dr. Jones is the Co-PI for NSF HBCU-UP Broadening Participation Research Project: Virtual STEM Peer Mentorship (Award No. 1912205) and is oversaw implementation of the project at Bethune-Cookman University.

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Jillian Wendt University of the District of Columbia

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Abstract

The purpose of this project was to examine the efficacy of a Virtual eSTEM Peer Mentoring Program to assist underrepresented minority women (UMW) in developing mentoring skills that are culturally responsive; self-efficacy in STEM; science identities; and to promote their intent to persist in their STEM degree and subsequent STEM careers. During the Summer 2020, graduate and undergraduate students enrolled in STEM programs at two historically black institutions were recruited to participate in a virtual peer mentorship program to broaden participation in science, technology, engineering and mathematics (STEM). A total of 34 students participated in the program during the 2020/2021 academic year (n = 8 mentors, n = 26 mentees) and were assigned a role of mentor or mentee based on their qualifications for the program. Additionally, all participants completed targeted online peer mentor or mentee training (based on their assigned roles), engaged in a mentoring relationship, and were provided the opportunity to attend STEM webinars featuring UMWs with careers in STEM. Of the 34 program participants, twenty-two identified as underrepresented minority women (UMW) mentee participants (four participants identified as male; their experiences are reported separately). Participants were required to participate in focus groups and individual interviews once the program concluded during Spring 2021. The current paper focuses on the experiences of the UMW mentees. Following a case study design, the current project examined the following research questions; 1) How, if at all, was participation in the online peer mentee program useful in furthering students’ STEM self-efficacy?, 2) How, if at all, was participation in the online peer mentee program useful in furthering students’ sense of community in STEM?, 3) How, if at all, was participation in the online peer mentee program useful in furthering students’ development of a STEM identity? And 4) How, if at all, was participation in the online peer mentee program useful in furthering students’ intent to persist in a STEM degree program and, ultimately, their intent to pursue a STEM career pathway?

Citation
Format

Jones, V., & Wendt, J. (2022, August), Underrepresented Minority Women's Experiences in a Virtual eSTEM Peer Mentoring Program Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41991

TY  - CPAPER
AB  - The purpose of this project was to examine the efficacy of a Virtual eSTEM Peer Mentoring Program to assist underrepresented minority women (UMW) in developing mentoring skills that are culturally responsive; self-efficacy in STEM; science identities; and to promote their intent to persist in their STEM degree and subsequent STEM careers. During the Summer 2020, graduate and undergraduate students enrolled in STEM programs at two historically black institutions were recruited to participate in a virtual peer mentorship program to broaden participation in science, technology, engineering and mathematics (STEM). 
A total of 34 students participated in the program during the 2020/2021 academic year (n = 8 mentors, n = 26 mentees) and were assigned a role of mentor or mentee based on their qualifications for the program. Additionally, all participants completed targeted online peer mentor or mentee training (based on their assigned roles), engaged in a mentoring relationship, and were provided the opportunity to attend STEM webinars featuring UMWs with careers in STEM. Of the 34 program participants, twenty-two identified as underrepresented minority women (UMW) mentee participants (four participants identified as male; their experiences are reported separately). Participants were required to participate in focus groups and individual interviews once the program concluded during Spring 2021. The current paper focuses on the experiences of the UMW mentees. 
Following a case study design, the current project examined the following research questions; 1) How, if at all, was participation in the online peer mentee program useful in furthering students’ STEM self-efficacy?, 2) How, if at all, was participation in the online peer mentee program useful in furthering students’ sense of community in STEM?, 3) How, if at all, was participation in the online peer mentee program useful in furthering students’ development of a STEM identity? And 4) How, if at all, was participation in the online peer mentee program useful in furthering students’ intent to persist in a STEM degree program and, ultimately, their intent to pursue a STEM career pathway?

AU  - Vivian Jones
AU  - Jillian Wendt
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Underrepresented Minority Women's Experiences in a Virtual eSTEM Peer Mentoring Program
UR  - https://peer.asee.org/41991
DO  - 10.18260/1-2--41991
ER  -