ABSTRACT

Women in STEM are underrepresented and face challenges in balancing work and family. Therefore, mentoring is an important career intervention that focuses on individual’s well-being and professional career. This study introduces a voluntary, flexible, context-sensitive and informal peer-based mentoring model. Twenty-six female STEM professors from Jordanian universities participated in the program for an academic year, self-identifying as mentors/mentees, creating a unique mentoring network across institutions. This case study uses multiple data sources to illustrate opportunities and challenges inherent in the model. Most participants found the program enriching, exciting and a challenging learning experience. Mentors reported increases in self-confidence and satisfaction derived from contributing to the academic community. Mentees emphasized their continuous learning and improved prioritisation skills. Both reflected on the importance of peer-mentoring for women in academia. The flexibility and organic growth possibility of the model is promising and holds important implications for policy makers and practitioners for future implementation.

摘要

STEM 领域的女性人数不足，在平衡工作和家庭方面面临挑战。因此，指导是一项重要的职业干预，关注个人的幸福感和职业生涯。本研究引入了一种自愿、灵活、上下文敏感和非正式的基于同伴的指导模式。来自约旦大学的 26 名女性 STEM 教授参加了一个学年的计划，自我认同为导师/受训者，创建了一个跨机构的独特指导网络。本案例研究使用多个数据源来说明模型中固有的机遇和挑战。大多数参与者发现该计划丰富、令人兴奋和具有挑战性的学习体验。导师报告说，由于对学术界的贡献，自信心和满意度有所提高。学员强调他们的持续学习和改进的优先排序技能。两者都反映了同行指导对学术界女性的重要性。该模型的灵活性和有机增长的可能性是有希望的，并且对政策制定者和从业者未来的实施具有重要意义。