Professional Identity Exploration and Commitment Development by STEM Undergraduates From Underrepresented Groups During Near-Peer Mentoring

• In Event: The Interpersonal Interactions Behind Institutional College Support

Abstract

This study draws on a meta-theoretical framework of identity development (Kaplan & Garner, 2017) to examine near-peer mentoring interactions as contexts for identity exploration by STEM undergraduates from underrepresented groups. We analyzed 16 mentoring conversation summaries that reflected interactions among three mentor-mentee pairs in a computer science and mathematics focused scholarship program. Near-peer mentoring relationships provided safe spaces for students’ identity exploration and the development of commitments towards career paths and life goals. Across all three cases, changes were associated with the articulation and exploration of students’ beliefs, self-perceptions, goals, and action possibilities. Our findings suggest that meaningful interventions to promote student retention in STEM can be implemented under time and resource constraints.

Authors

• Joseph Arthur Brobst, Old Dominion University

• Joanna K. Garner, The Center for Educational Partnerships

• David Hartenstine, Western Washington University

• Perry Fizzano, Western Washington University

• Regina Barber DeGraaff, Western Washington University