Predicting Network Tie Formation in Formal Mentoring: Similarity Matters for Undergraduate Women Students in STEM

• In Event: Beyond Seeing Success: Exploring Optimal Features of Role Models and Mentors to Broaden STEM Participation

Abstract

Objectives and Theoretical Framework
The continued low representation of women and gender minorities in the Science, Technology, Engineering, and Mathematics (STEM) workforce has attracted national attention and efforts to promote equity and inclusion (NSF, 2023). Mentoring has the potential to promote workforce diversity, with mentoring support linked to learning, belonging, motivation, and retention, particularly for mentees from underrepresented groups (Eby et al., 2013; NASEM 2019; Wu et al., 2022). Although the benefits of support are clear, less is known about factors that influence the formation of strong mentoring bonds. Developmental Network Theory (DNT) synthesizes social network and mentoring theories to describe potential inputs to mentor network tie formation and downstream outcomes (Dobrow et al., 2012; Higgins & Kram, 2001). DNT posits that mentor-protege similarities increase the likelihood of forming a strong relational tie. This study examines which, if any, demographic, academic, or dispositional characteristics predict tie formation among undergraduate women and gender minorities in a STEM mentoring program.

Methods and Materials
Participants were women (95%) and gender minorities (5%) in STEM majors from 21 universities across the U.S. (N=217). The sample was racially diverse (55% White/Asian, 45% from a racial/ethnic minority group), primarily continuing generation (83%), and late in their college tenure (62% Junior year or later; Mage=21).
Students were recruited to participate in professional development workshop and mentoring program serving women and gender minorities in STEM in the fall semester. Mentors and participants completed a pre-workshop survey, which included questions about their demographics, academics, and a 20-item “Creating Bird of Feather” (CBoF) survey (Robinson et al., 2019; e.g., My sense of humor is best described as: witty/goofy/I’m pretty serious). Demographic, academic, and CBoF-based similarities were highlighted in online mentor-mentee introductions. Tie formation was assessed in a follow-up spring survey (frequency of mentor-mentee communication: no tie/communication, weak tie [communicated < monthly], strong tie [communicated > monthly]).

Results
A multinomial logistic regression predicting tie formation revealed that gender and undergraduate major similarity were associated with strong tie formation, relative to no tie (Table 1). Pairs with the same-gender (vs. different-gender) or same undergraduate major (vs. different undergraduate major) were more likely to form strong ties (164% & 247% more likely, respectively). Pairs with the same current discipline (vs. different current discipline) were 369% more likely to form a weak tie, relative to no tie. Similarity based on ethnicity, institution, and the number of CBoF similarities were not associated with tie formation.

Significance
The findings indicate similarities that highlight relevance to the mentee are particularly influential in forming new mentoring bonds (Lockwood & Kunda, 1997). That is, assigned mentors with similar gender, major, or discipline may be viewed more easily as role models, leading to the development of stronger bonds. The strength of tie formation may help explain why women in STEM with a same-gender and undergraduate major peer mentor exhibit higher persistence (Wu et al., 2022). Thus, highlighting similarities that are most self-relevant to mentees may be key to supporting tie formation, support, motivation, and ultimately persistence.

Authors

• Qiyue Zhang, Texas A&M University

• Paul R. Hernandez, Texas A&M University