Peer Mentoring Supports Persistence of Urban First-Year STEM Female Students Attending a Public Hispanic Serving Institution During COVID-19
Abstract
Latina and Black female students are more likely than their White and Asian counterparts to leave science majors after their first-year of college. Supportive peer mentorship has been shown to positively impact science retention but limited data exists on the peer-mentoring impact to first-year Latinas and Black science students. We present an assessment of a peer mentoring intervention supporting the experience of first-year science female students at an urban public university during the COVID-19 pandemic.
Fields of Study & Subjects
Career Development and Diversity
Higher Education Research Studies
Mentoring and Academic Development
Publication details
- Journal / source
- Preprints.org
- Publication date
- 5 March 2026
- Language
- EN
- Document type
- Preprint