Cascading Peer-Mentoring in the High School Computer Science Robotics Classroom: A Qualitative Multiple-Case Study

• In Event: AERA Roundtable Session Wednesday 10:50 am Four Seasons Ballroom 1
  In Roundtable Session: Enhancing Engagement in Computer Science Education: The Role of Peer Mentoring and Teacher Professional Development (Table 9)

Abstract

This exploratory qualitative multiple-case study adds to the scarce research on cascading peer-mentoring in K-12 computer science (CS) formal education. It developed and implemented a cascading peer-mentoring model connecting high school students with a University Robotics Lab through educational robotics. The study explores the mentorship experiences of CS college mentors and underrepresented high school students from two different school districts. An analysis of focus group interviews and observations revealed the model’s transformative potential for mentors and mentees. Mentees valued mentors' accessibility and hands-on learning experiences. Mentors appreciated connecting with younger students and improving their teaching abilities. However, contextual differences in school settings and mentoring programs led to varied experiences. Actionable recommendations for designing mentorship programs in K-12 education are discussed.

Authors

• Sima Ahmadi, Kent State University

• Elena Novak, Kent State University

• Lisa A. Borgerding, Kent State University

• Awal Ahmed Fime, Kent State University

• Cecilia Tirkey, Kent State University

• Jong-Hoon Kim, Kent State University