Abstract
Studies show that online mentoring is an effective measure to support girls in STEM (science, technology, engineering, and mathematics), especially if it also allows for networking with other participants on the mentoring platform. However, research is missing on peer influence. This topic seems especially crucial in programs for adolescents as peer influence plays an important role at this age. In our study, we investigated peer influence on mentoring outcomes – confidence in own STEM abilities and STEM-related activities – in an online mentoring program in STEM for secondary school girls (N = 124, M = 14.3 years, SD = 2.2 years, age range: 11–19 years). The program provides girls with at least 1 year of one-on-one interaction with a personal female mentor who has a college degree in a STEM subject. Participants can also interact with other participants on the platform. We used a longitudinal social network analysis approach to examine peer influence on mentoring outcomes. Our results indicate that both mentoring outcomes – mentees’ confidence in own STEM abilities and STEM-related activities – are influenced by peers moderated by the mentees’ own age. Younger mentees tended to become more similar to their peers regarding confidence in own STEM abilities and STEM-related activities, whereas older mentees tended to become more dissimilar over time. In addition, peer group size had a positive effect on confidence in own STEM abilities, but not on STEM-related activities. This effect was moderated by the mentee’s age. Overall, peers have a positive influence on the measured mentoring outcomes, especially for young mentees.
Highlights
In Germany and many other industrial countries, the participation rate of females in STEM is deficient, especially in engineering and computer-science (Statistisches Bundesamt, 2018)
Our first hypothesis is: Hypothesis 1: Mentees are subject to peer influence in online mentoring, regarding (H1a) confidence in own STEM abilities and (H1b) STEM-related activities
To the best of our knowledge, this is the first study that analyzed peer influence in online mentoring on mentoring outcomes for girls in STEM
Summary
In Germany and many other industrial countries, the participation rate of females in STEM (science, technology, engineering and mathematics) is deficient, especially in engineering and computer-science (Statistisches Bundesamt, 2018). Some argue that one possible reason for this decline relates to negative stereotypes about STEM fields (e.g., Kessels et al, 2006), such as the stereotype that women working in the STEM field are unfeminine (Yoder and Schleicher, 1996; Smeding, 2012). These pervasive stereotypes negatively impact attitudes toward STEM, competence beliefs, and career preferences for females (e.g., Steffens et al, 2010; Nosek and Smyth, 2011; Cundiff et al, 2013). Studies have demonstrated that students’ interest in STEM subjects decreases throughout their school careers (Frenzel et al, 2010), indicating that interventions aimed at encouraging STEM involvement should begin during school years while students are still forming their decisions
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