Purpose

The unequitable representation among genders in science, technology, engineering and mathematics (STEM) degrees and careers remains a persisting challenge. Peer mentoring has been cited as one method for supporting women and racial and ethnic minorities in becoming interested in, experiencing self-efficacy in and persisting in STEM. The current study was undertaken to explore how and in what ways peer mentors' participation in the program (namely, the mentoring experience) influenced their STEM self-efficacy beliefs, interests, skills and behaviors, including their intent to persist and actual persistence in STEM.

Design/methodology/approach

Using a multisite case study design, the current study implemented a blended peer mentoring program at two historically black institutions.

Findings

The experience in the peer mentoring process increased mentors' self-efficacy, career interest, perceived mentoring skill development in most areas and intent to persist in STEM. Evidence from the interviews and open-ended survey questions demonstrated that the peer mentoring experience had a direct influence on the mentor's self-efficacy, career interest, leadership and professional skills and persistence. The thematic analysis of the data sources revealed that specific elements of the peer mentoring experience influenced mentors' beliefs, interests, skills and behaviors, including recognition, functioning as a mentor, developing an other's orientation, engaging in a sisterhood and developing competencies.

Originality/value

Findings support the benefit of the blended peer mentoring program model among women who identify as a racial or ethnic minority across two historically black college or universities (HBCUs). Peer mentoring programs should include training to increase competencies and skills, should provide resources targeted to specific mentor needs and should include opportunities for self-reflection and components of faculty support.

中文翻译：

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为科学，技术，工程和数学（STEM）中的女性同伴导师提供的混合同伴导师计划的好处和挑战

目的

在科学，技术，工程和数学（STEM）学位和职业中，性别之间的不平等代表仍然是一个持续的挑战。同行指导已被视为一种支持妇女和种族和少数族裔人士对STEM感兴趣，体验自我效能感和坚持不懈的方法。当前的研究旨在探讨同伴导师参加该计划的方式和方式（即导师经历）如何影响他们的STEM自我效能感，兴趣，技能和行为，包括他们在STEM中坚持和实际坚持的意图。 。

设计/方法/方法

通过使用多站点案例研究设计，当前的研究在两家历史悠久的黑人机构实施了一项混合的同行指导计划。

发现

在同伴指导过程中的经验提高了指导者的自我效能，职业兴趣，在大多数领域中感知到的指导技能发展以及打算坚持STEM的意图。访谈和不限成员名额调查问题的证据表明，同伴指导经验对指导者的自我效能，职业兴趣，领导才能，专业技能和毅力具有直接影响。对数据源的主题分析表明，同伴指导经验的特定要素影响了指导者的信念，兴趣，技能和行为，包括认可，担任指导者，发展他人的定位，建立姐妹关系和发展能力。

创意/价值

研究结果支持混合的同伴指导计划模型对两所历史悠久的黑人大学或大学（HBCU）中确定为种族或少数民族的女性的好处。同行指导计划应包括培训，以提高能力和技能，应提供针对特定指导者需求的资源，并应包括自我反省的机会和教师支持的组成部分。