This qualitative study investigated the educational persistence of students with disabilities participating in a STEM E-Mentoring program at a two-year college. The authors examined three aspects of the E-Mentoring program: 1) Use of virtual environments and social media settings; 2) Development of E-Mentoring relationships; and 3) Examination of persistence constructs. Findings indicate that: 1) Virtual environments and social media tool usage varied depending on context, accessibility, and practical considerations; 2) STEM learning and emotional supports were enhanced when embedded in the practice of E-Mentoring; and 3) Five persistence constructs (intention to persist, self-determination, self-advocacy, science affect, and math affect) informed STEM outcomes for community college students with disabilities.
Gregg, N., Wolfe, G., Jones, S., Todd, R., Moon, N., & Langston, C. (2016). STEM E-Mentoring and Community College Students with Disabilities. Journal of Postsecondary Education and Disability, 29(1), 47-63.