Building STEM Self-Efficacy and Persistence: The Case of Online Mentor Training for Underrepresented Minority Women Peer Mentors at Historically Black Institutions

• In Event: Persistence and Perceptions: Challenges Faced by Women and Girls in STEM

Abstract

Providing opportunities for women in STEM to connect through e-mentoring could create experiences that increase women’s confidence in their ability to succeed as a minority in this field. Highly qualified mentors are a key component in the mentoring process and, therefore, need focused training that prepares them to support mentees. This multi-site case study explored how self-efficacy and persistence could be facilitated through e-mentor training. A short survey, observations, focus groups, and interviews were conducted to gather stakeholder’s experiences in a STEM e-mentor training program. Results demonstrated that the training program promoted an increase in self-efficacy, mentorship skill development, and STEM persistence. These findings provide insight into the potential influence of e-mentor training for underrepresented minority women serving as mentors.

Authors

• Kathryn M. Sharpe, The University of Memphis

• Amanda J Rockinson-Szapkiw, University of Memphis

• Jillian L Wendt, University of the District of Columbia