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Mentoring roles in an afterschool STEM mentoring program: an investigation of why mentors enact different roles

Mentoring roles in an afterschool STEM mentoring program: an investigation of why mentors enact... The purposes of this study were to describe the roles mentors enacted as part of an afterschool science, technology, engineering and mathematics (STEM) program and how those roles varied across three sites and to explain those differences.Design/methodology/approachThe authors used a comparative case study design and collected data primarily from interviews with program mentors and observations of the sessions.FindingsThe authors found that the mentors played four roles, depending on the school site: teachers, friends, support and role models. Mentors interpreted cues from the environment in light of their own identities, which ultimately led them to construct a plausible understanding of their roles as mentors.Research limitations/implicationsThe authors identify four mentoring roles that are somewhat consistent with prior research and demonstrate that the roles mentors enact can vary systematically across sites, and these variations can be explained by sensemaking. This study also contributes to research on mentoring roles by elaborating each identified role and offering a framework to explain variability in mentor role enactment.Practical implicationsThe authors recommend that mentoring program directors discuss the roles that mentors may enact with mentors as part of their training and that they engage mentors in identity work and also recommend that program managers create unstructured time for mentors to socialize outside STEM activities with their mentees.Originality/valueThis study contributes to mentoring research by using sensemaking theory to highlight how and why mentoring roles differ across school sites. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png International Journal of Mentoring and Coaching in Education Emerald Publishing

Mentoring roles in an afterschool STEM mentoring program: an investigation of why mentors enact different roles

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Publisher
Emerald Publishing
Copyright
© Emerald Publishing Limited
ISSN
2046-6854
DOI
10.1108/ijmce-11-2021-0103
Publisher site
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Abstract

The purposes of this study were to describe the roles mentors enacted as part of an afterschool science, technology, engineering and mathematics (STEM) program and how those roles varied across three sites and to explain those differences.Design/methodology/approachThe authors used a comparative case study design and collected data primarily from interviews with program mentors and observations of the sessions.FindingsThe authors found that the mentors played four roles, depending on the school site: teachers, friends, support and role models. Mentors interpreted cues from the environment in light of their own identities, which ultimately led them to construct a plausible understanding of their roles as mentors.Research limitations/implicationsThe authors identify four mentoring roles that are somewhat consistent with prior research and demonstrate that the roles mentors enact can vary systematically across sites, and these variations can be explained by sensemaking. This study also contributes to research on mentoring roles by elaborating each identified role and offering a framework to explain variability in mentor role enactment.Practical implicationsThe authors recommend that mentoring program directors discuss the roles that mentors may enact with mentors as part of their training and that they engage mentors in identity work and also recommend that program managers create unstructured time for mentors to socialize outside STEM activities with their mentees.Originality/valueThis study contributes to mentoring research by using sensemaking theory to highlight how and why mentoring roles differ across school sites.

Journal

International Journal of Mentoring and Coaching in Education – Emerald Publishing

Published: Sep 30, 2022

Keywords: Mentors; STEM afterschool Program; Sensemaking; Comparative case study

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