Peer Mentoring Women in STEM: An Explanatory Case Study on Reflections from a Program in Jordan

Autor/inn/en	Dajani, Rana; Tabbaa, Zeena; Al-Rawashdeh, Amneh; Gretzel, Ulrike; Bowser, Gillian
Titel	Peer Mentoring Women in STEM: An Explanatory Case Study on Reflections from a Program in Jordan
Quelle	In: Mentoring & Tutoring: Partnership in Learning, 29 (2021) 3, S.284-304 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Al-Rawashdeh, Amneh) ORCID (Gretzel, Ulrike)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-1267
DOI	10.1080/13611267.2021.1927429
Schlagwörter	Foreign Countries; Mentors; Females; Peer Teaching; College Faculty; Teacher Collaboration; Women Faculty; Program Effectiveness; Teacher Attitudes; Self Esteem; Satisfaction; STEM Education; Jordan + Suchen Sie Ihr Suchwort? Ausland; Weibliches Geschlecht; Peer group teaching; Peer Group Teaching; Fakultät; Lehrerkooperation; Frauenakademie; Weibliche Gelehrte; Lehrerverhalten; Self-esteem; Selbstaufmerksamkeit; Zufriedenheit; STEM
Abstract	Women in STEM are underrepresented and face challenges in balancing work and family. Therefore, mentoring is an important career intervention that focuses on individual's well-being and professional career. This study introduces a voluntary, flexible, context-sensitive and informal peer-based mentoring model. Twenty-six female STEM professors from Jordanian universities participated in the program for an academic year, self-identifying as mentors/mentees, creating a unique mentoring network across institutions. This case study uses multiple data sources to illustrate opportunities and challenges inherent in the model. Most participants found the program enriching, exciting and a challenging learning experience. Mentors reported increases in self-confidence and satisfaction derived from contributing to the academic community. Mentees emphasized their continuous learning and improved prioritisation skills. Both reflected on the importance of peer-mentoring for women in academia. The flexibility and organic growth possibility of the model is promising and holds important implications for policy makers and practitioners for future implementation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01