Joslyn, C. H., & Golding, P. (2023, June), Piloting a Socio-Culturally Responsive Peer-Mentoring Program to Promote HLX+ Students’ Sense of Belonging in Engineering Education: Lessons Learned from Year 1  Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--43896

\bibitem{asee_peer_43896}
  Joslyn, C. H., \& Golding, P. (2023, June), \emph{Piloting a Socio-Culturally Responsive Peer-Mentoring Program to Promote HLX+ Students’ Sense of Belonging in Engineering Education: Lessons Learned from Year 1}
  Paper presented at 2023 ASEE Annual Conference \& Exposition, Baltimore , Maryland.
  10.18260/1-2--43896

Cole Hatfield Joslyn and Peter Golding.  "Piloting a Socio-Culturally Responsive Peer-Mentoring Program to Promote HLX+ Students’ Sense of Belonging in Engineering Education: Lessons Learned from Year 1".  2023 ASEE Annual Conference & Exposition, Baltimore , Maryland, 2023, June.  ASEE Conferences, 2023.  https://peer.asee.org/43896 Internet.  03 Dec, 2024

\bibitem{asee_peer_43896}
  Cole Hatfield Joslyn and Peter Golding.
  "Piloting a Socio-Culturally Responsive Peer-Mentoring Program to Promote HLX+ Students’ Sense of Belonging in Engineering Education: Lessons Learned from Year 1".
  \emph{2023 ASEE Annual Conference \& Exposition, Baltimore , Maryland, 2023, June}.
  ASEE Conferences, 2023.
  https://peer.asee.org/43896 Internet.  03 Dec, 2024

@INPROCEEDINGS{asee_peer_43896
author = "Cole Hatfield Joslyn and Peter Golding"
title = "Piloting a Socio-Culturally Responsive Peer-Mentoring Program to Promote HLX+ Students’ Sense of Belonging in Engineering Education: Lessons Learned from Year 1"
booktitle = "2023 ASEE Annual Conference \& Exposition"
year = "2023"
month = "June"
address = "Baltimore , Maryland"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/43896}
number = {10.18260/1-2--43896}
}

TY  - CPAPER
AB  - An abundance of literature demonstrates that women’s and minorities’ sense of belonging, or lack thereof, influences their academic performance and persistence in STEM education and careers. To address this problem, we developed a holistic, socio-culturally responsive peer-mentoring program that provided an academic, institutional, and social support system for first-year engineering students. The purpose of this program, Promoviendo el Éxito Estudiantil a través de un Sistema de Apollo (PromESA), is to increase students’ sense of belonging and, by extension, their persistence and graduation rates in engineering, particularly for Latinx students and their intersectionalities. The pilot mentoring program was integrated into a first-year sequence of courses where students would meet with their peer-mentors (i.e., Compañeros/as) during class time. Compañeros/as (Compas for short) provided their mentees with assistance such as tutoring, advising, directing them to available university services and, equally important, emotional support through building friendship, confirmation, and affirmation to improve the students’ sense of belonging. 
The research seeks to identify academic, institutional, and social support elements that positively influence students’ sense of belonging and explore how integrating Latinx cultural assets and values influence Latinx students’ perceptions of engineering. Findings from the first year of implementation reveal that participants with peer-mentors from their academic major reported a higher sense of belonging than participants with peer-mentors from other academic majors. Also, participants reported receiving social support (i.e., peer and classroom), regardless of academic major. Participant feedback was mixed, with some reporting that peer-mentoring was a key contributor to their sense of belonging while others reported that it contributed somewhat to their sense of belonging and a few reported that it did not contribute to their sense of belonging at all. 
AU  - Cole Hatfield Joslyn
AU  - Peter Golding
CY  - Baltimore , Maryland
DA  - 2023/06/25
PB  - ASEE Conferences
TI  - Piloting a Socio-Culturally Responsive Peer-Mentoring Program to Promote HLX+ Students’ Sense of Belonging in Engineering Education: Lessons Learned from Year 1
UR  - https://peer.asee.org/43896
DO  - 10.18260/1-2--43896
ER  -