Using the Process-Oriented Model of Mentoring to Examine the Mentorship Outcomes of Racially Minoritized Out-of-School-Time Staff (Poster 51)

• In Event: Saturday Poster Sessions 7:45 am
  In Poster Session: Informal Learning Research Poster Session

Abstract

A mentoring program was piloted to provide professional development in STEM education for racially minoritized out-of-school time (OST) staff at an OST organization located in the Midwestern US, that serves low-income racially minoritized communities. The pilot paired three part-time staff (mentees) with three full-time staff including educators and program leaders (mentors) for year-long mentoring relationships. This qualitative study examined participant mentees’ experiences of positioning and identity development during the mentorship and applied the Process-oriented Model of Mentoring to examine differences in their outcomes from the mentorship. Our research shows that mentees benefitted from being positioned as educators, and as leaders which might have contributed to their gains in professional skills and attitudinal changes. Implications for scholarship on mentoring are discussed.

Author

• Ruth Kaggwa, Danforth Plant Science Center