The Impact of an Online Peer Mentoring Program on Stem Students at Two Historically Black Institutions During the COVID 19 Pandemic

To address the continuing disparity in the representation of women and racial and ethnically minoritized populations in STEM, an online peer mentoring program, eSTEM, was developed, implemented, and tested among undergraduate and graduate students enrolled in STEM degree programs at two historically black institutions. Using a case study design, participants’ experiences in the program were evaluated to determine the degree to which their participation impacted their STEM self-efficacy, sense of community, STEM identity, and intent to persist in STEM. Several themes were identified which demonstrate that the eSTEM program is effective in enhancing students’ feelings of self-efficacy, sense of community and belonging in STEM, STEM identity and understanding of intersecting identities, and in sustaining their intent to persist in STEM degree programs and careers.