Promoting Self-Efficacy, Mentoring Competencies, and Persistence in STEM: A Case Study Evaluating Racial and Ethnic Minority Women's Learning Experiences in a Virtual STEM Peer Mentor Training
Promoting Self-Efficacy, Mentoring Competencies, and Persistence in STEM: A Case Study Evaluating Racial and Ethnic Minority Women's Learning Experiences in a Virtual STEM Peer Mentor Training
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DOI：
10.1007/s10956-022-09962-3
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发表时间：
2022-03
影响因子：
4.4
通讯作者：
Amanda J. Rockinson-Szapkiw;Kathryn M. Sharpe;Jillian L. Wendt
中科院分区：
文献类型：
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作者：
Amanda J. Rockinson-Szapkiw;Kathryn M. Sharpe;Jillian L. Wendt
在这篇文章中，研究人员介绍了在两个历史上黑人机构的STEM项目中为种族和少数民族女性同伴导师提供虚拟同伴指导培训计划的试点设计，实施和评估。的设计，有用性和可用性的培训计划进行了探讨，并在导师的自我效能感，指导能力，并坚持在干参与培训计划的影响。结果表明，参与该项目的少数族裔女性同侪导师提高了她们的STEM自我效能感，进而提高了她们的辅导能力和从STEM项目毕业的意愿。除了这些结果外，还分享了有关该计划及其设计的经验教训，包括有用性和可用性以及实施情况。
Within this article, the researchers present the design, implementation, and evaluation of a pilot of a virtual peer mentoring training program for racial and ethnic minority women peer mentors within STEM programs at two historically black institutions. The design, usefulness, and usability of the training program are explored, and the influence of participation in the training program on mentors' self-efficacy, mentoring competencies, and persistence in STEM. The results demonstrate that racial and ethnic minority women peer mentors participating in the program increased their STEM self-efficacy, and, in turn, their mentoring competencies and intent to graduate from a STEM program. In addition to these results, lessons learned about the program and its design, including usefulness and usability, and implementation are shared.