Explaining Variability in the Implementation of an After-School STEM Mentoring Program

• In Event: Marriott Roundtable Session 14
  In Roundtable Session: Mentoring Approaches to Enhance Undergraduate Education

Abstract

This study describes how an afterschool STEM mentoring program was implemented across two sites. Using data from five undergraduate engineering majors and 14 fourth and fifth grade boys participating in an ongoing three-year comparative case study, we found that the mentors working at the charter school site came to believe that the students were highly motivated and intelligent, and focused their mentoring efforts primarily on academic support for the students. At the second site, a traditional public school, the mentors came to see the students as highly disadvantaged, broadening their work to include social and emotional supports for the students. We conclude by highlighting the significance of the study for research on mentoring and by identifying considerations for program developers.

Authors

• Virginia W. Snodgrass Rangel, University of Houston

• Jerrod Henderson, University of Houston

• Victoria Doan, University of Houston

• Sara Jolly Jones, Aldine Independent School District

• Ricky Greer, University of Houston

• Mariam Manuel, University of Houston