Social Community in Action: How Two Undergraduate Engineering Scholar Programs Facilitated Involvement in Communities of Practice

Abstract

Background: Social community is a framework for understanding the importance of social interactions within STEM mentoring programs. This study empirically examined the relationships described in the framework to explore how program elements and social support influenced student involvement. Purpose: Specifically, the study described how two engineering scholar programs that serve underrepresented and underserved students facilitated involvement in communities of practice, a proposed outcome of the social community model. Design: A survey (n = 256) was conducted with participants in both scholar programs and compared to responses of non-participants to learn whether the scholar programs led to greater involvement in communities of practice. Furthermore, interviews (n = 16) with scholar program participants were conducted to learn more about how they became involved in communities of practice. Results: We found that program participants were more likely to be involved in the three communities of practice (student diversity organizations, peer leadership roles, and undergraduate research) than demographically similar non-program participants. Furthermore, we found that mentors (peer leaders, program coordinators, and faculty) provided the necessary social support to encourage participants’ involvement. In particular, the essential role of peer leaders initiated community building and inspired subsequent participation in communities of practice. Conclusions: The social community framework for STEM mentoring programs provides a useful guide for understanding mentoring programs and benefits from examination of case studies to expand discussion of the theory and practices that promote student involvement in communities of practice.

Keywords

• mentoring
• community of practice
• social community
• outcomes
• student involvement