Stakeholder perceptions of mentoring in developing girls’ STEM identities: “you do not have to be the textbook scientist with a white coat”
International Journal of Mentoring and Coaching in Education
ISSN: 2046-6854
Article publication date: 16 August 2022
Issue publication date: 30 September 2022
Abstract
Purpose
Girls are underrepresented in many school science, technology, engineering and mathematics (STEM) subjects, leading to ongoing gender disparity in STEM careers. This issue is not new and has seen a range of initiatives implemented in an attempt to increase girls’ STEM participation. In Australia, a number of these initiatives have emphasised role models and mentors. This paper seeks to understand the influence of role models and mentors on girls’ STEM identities.
Design/methodology/approach
This paper presents qualitative research undertaken with STEM experts into the influences on girls’ STEM identities. Data were collected through three phases involving semi-structured interviews, a forum and focus groups. Thematic analysis identified the importance of mentoring and role modelling in shaping girls’ STEM participation and identities.
Findings
This paper provides a basis for rethinking how and when role models and mentors can assist girls in making decisions about STEM. In particular, it reveals the need for role models and mentors to consider the role of relatability in developing girls’ STEM identities and the need to do this at multiple points throughout girls’ lives.
Originality/value
This article captures the perspectives of multiple experts involved in a variety of STEM professions on the topic of how mentors and role models can influence girls to consider STEM professions. Utilising the concept of identity, this paper sheds new light on girls’ interactions with role models and mentors and the value of storying in role modelling and mentoring relationships as an important component of girls’ identity work in relation to STEM.
Keywords
Acknowledgements
The authors would like to acknowledge the broader project team, Professor Russell Tytler, Professor Vaughan Prain, Dr Christine Redman and Dr Cheryl Jakab, and the Invergowrie Foundation for funding this research.
Citation
Millar, V., Hobbs, L., Speldewinde, C. and van Driel, J. (2022), "Stakeholder perceptions of mentoring in developing girls’ STEM identities: “you do not have to be the textbook scientist with a white coat”", International Journal of Mentoring and Coaching in Education, Vol. 11 No. 4, pp. 398-413. https://doi.org/10.1108/IJMCE-11-2021-0100
Publisher
:Emerald Publishing Limited
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