Supporting BIPOC Males in STEM: Insights from a Case Study on Online Peer Mentoring

The current study explores the implementation and impact of online peer mentee training, part of a larger online peer mentoring program, on the science, technology, engineering, and mathematics (STEM) self-efficacy, sense of belonging, and STEM identity of Black, Indigenous, and Other People of Color (BIPOC) males enrolled in STEM degree programs at a historically Black institution. Framed by Bandura’s Self-Efficacy Theory, Tinto’s Institutional department Model, and Social Cognitive Career Theory, it examines participants’ intent to persist in their STEM degree programs and subsequent STEM careers. Using a case study design, interviews and focus groups were analyzed. Five themes were identified: Development and Solidification of Identity, Increase in Confidence, Motivation to Make an Impact, Belonging, and Persistence and Retention through Developing Skills. The study is significant as it attends to the dearth in research that examines BIPOC males’ experiences in an online peer mentoring program while enrolled in STEM degree programs at historically Black colleges and universities (HBCUs). The findings provide insight on one method for supporting the participation of BIPOC males in STEM—an historically underrepresented population within STEM degree programs and fields. The findings inform institutions seeking to broaden participation within STEM fields while simultaneously supporting the retention of underrepresented populations in STEM degree programs. The findings also inform future implementations of online peer mentoring programs within HBCUs.