Female peer mentors early in college have lasting positive impacts on female engineering students that persist beyond graduation.

ABSTRACT: Expanding the talent pipeline of students from underrepresented backgrounds in STEM has been a priority in the United States for decades. However, potential solutions to increase the number of such students in STEM academic pathways, measured using longitudinal randomized controlled trials in real-world contexts, have been limited. Here, we expand on an earlier investigation that reported results from a longitudinal field experiment in which undergraduate female students (N = 150) interested in engineering at college entry were randomly assigned a female peer mentor in engineering, a male peer mentor in engineering, or not assigned a mentor for their first year of college. While an earlier article presented findings from participants' first two years of college, the current article reports

SUBMITTER: Wu DJ 

PROVIDER: S-EPMC9652302 | biostudies-literature | 2022 Nov

REPOSITORIES: biostudies-literature