The Power of Representation: Supporting Minoritized Women's Development of STEM Identity Through Mentoring

• In Event: Defining, Conceptualizing, and Reimagining Urban STEM Education

Abstract

Objectives and Purposes
Women, especially those who identify as a racial and/or ethnic minority, continue to be underrepresented in STEM (NSF, 2021). While many barriers exist that prohibit minoritized women from completing STEM degrees and persisting in STEM fields, STEM identity has been cited as highly influential. One promising method for supporting the development of STEM identity is peer mentoring. The purpose of this project was to examine whether participation in an online peer mentoring program impacts the STEM identity of minoritized women enrolled in a STEM degree program at an historically black college or university (HBCU) and, if so, how.

Theoretical Framework
The study is grounded in self-efficacy theory, social cultural career theory, and identity theory. The development of STEM identity influences individual’s persistence in completing STEM degrees and STEM careers (Carlone & Johnson, 2007; Hunter et al., 2007). When an individual’s experiences and attributes do not align with the typical view of who belongs in STEM (i.e., White male), they may experience obstacles that prevent them from developing a STEM identity (Kim et al., 2018; Rockinson-Szapkiw et al., 2021). Peer mentoring has been cited as one way to assist in the development of STEM identity (Rockinson-Szapkiw & Wendt, 2020).

Methods
A series of online training modules were created, focused on the development of STEM self-efficacy, STEM identity, and mentoring competencies. A total of 30 women (7 mentors and 23 mentees) who identified as racial or ethnic minorities were recruited from two urban HBCUs and participated in the program. During the Summer and Fall of 2020, the participants completed the online training series and were placed into peer mentoring groups where they engaged in peer mentoring relationships during Spring 2021. The participants also were invited to attend 5 STEM webinar events featuring successful women in STEM.

Data Sources
The project followed a case study design. Data was collected through focus groups and individual interviews at the end of the program and analyzed through coding and identification of themes.

Results
Results demonstrated that, overall, the program fostered the development of STEM identity among the participants. Participants found the program useful for developing their confidence and STEM self-efficacy and felt that it was important and beneficial to see people like them in successful careers, supporting that their own existence in the field was valid and that they belonged. The participants reported an increase in confidence in self and their STEM future STEM careers and experienced a sense of community among other mentors and mentees.

Scholarly Significance
The findings are significant as they demonstrate the efficacy of engaging in an online peer mentoring program in developing STEM identity among minoritized women enrolled in STEM degree programs at two HBCUs. This has broad implications for HBCUs and other minority-serving institutions in efforts to broaden participation and increase the diversity of representation in STEM.

Author

• Jillian L Wendt, University of the District of Columbia
  Presenting Author