Mentoring in K-12 Computer Science Classrooms: Exploring Mentors' and Mentees' Experiences
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| Title: | Mentoring in K-12 Computer Science Classrooms: Exploring Mentors' and Mentees' Experiences |
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| Language: | English |
| Authors: | Gözde McLaughlin (ORCID |
| Source: | ACM Transactions on Computing Education. 2026 26(1). |
| Availability: | Association for Computing Machinery. 1601 Broadway 10th Floor, New York, NY 10119. Tel: 800-342-6626; Tel: 212-626-0500; Fax: 212-944-1318; e-mail: acmhelp@acm.org; Web site: http://toce.acm.org/ |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2026 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | 2300865 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education Higher Education Postsecondary Education Secondary Education |
| Descriptors: | Elementary Secondary Education, Computer Science Education, Mentors, College School Cooperation, Secondary School Students, Postsecondary Education, Student Experience, Barriers, Student Attitudes, College Students, Robotics |
| DOI: | 10.1145/3772073 |
| ISSN: | 1946-6226 |
| Abstract: | Objectives: In this study, we investigated the experiences of post-secondary computer science mentors and secondary student mentees in a mentorship program within secondary computer science classrooms. Specifically, we examined how mentors' practices and aspects of the program supported mentees during robotics activities. Additionally, we explored the challenges faced by both mentors and mentees, as well as the opportunities for reciprocal learning and growth that emerged from these experiences. Participants: Participants included post-secondary computer science student mentors and secondary student mentees from computer science classes at two different secondary schools. Study Method: This research employed a qualitative case study approach. Data were collected through two focus group interviews with nine post-secondary computer science mentors and four focus group interviews with 15 secondary student mentees. The analysis involved open coding followed by thematic analysis. Findings: Using Self-Determination Theory as a framework, the findings revealed how mentors and the mentorship program supported mentees in mastering robotics concepts and skills, building rapport with mentors and peers, and experiencing autonomy and choice in their projects. Challenges stemming from cultural differences between mentors and mentees led to reciprocal learning, with mentors enhancing their cultural awareness. Conclusions: This study offers a holistic understanding of mentoring in K-12 classrooms by evaluating both mentors' and mentees' experiences alongside program-specific features. As mentoring programs are often situated in post-secondary education or informal learning environments, this research highlights how computer science mentoring can be effectively adapted to K-12 classrooms, addressing these settings' unique opportunities and challenges. Practical recommendations are offered for designing effective mentorship programs in K-12 classrooms. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1497500 |
| Database: | ERIC |
| Abstract: | Objectives: In this study, we investigated the experiences of post-secondary computer science mentors and secondary student mentees in a mentorship program within secondary computer science classrooms. Specifically, we examined how mentors' practices and aspects of the program supported mentees during robotics activities. Additionally, we explored the challenges faced by both mentors and mentees, as well as the opportunities for reciprocal learning and growth that emerged from these experiences. Participants: Participants included post-secondary computer science student mentors and secondary student mentees from computer science classes at two different secondary schools. Study Method: This research employed a qualitative case study approach. Data were collected through two focus group interviews with nine post-secondary computer science mentors and four focus group interviews with 15 secondary student mentees. The analysis involved open coding followed by thematic analysis. Findings: Using Self-Determination Theory as a framework, the findings revealed how mentors and the mentorship program supported mentees in mastering robotics concepts and skills, building rapport with mentors and peers, and experiencing autonomy and choice in their projects. Challenges stemming from cultural differences between mentors and mentees led to reciprocal learning, with mentors enhancing their cultural awareness. Conclusions: This study offers a holistic understanding of mentoring in K-12 classrooms by evaluating both mentors' and mentees' experiences alongside program-specific features. As mentoring programs are often situated in post-secondary education or informal learning environments, this research highlights how computer science mentoring can be effectively adapted to K-12 classrooms, addressing these settings' unique opportunities and challenges. Practical recommendations are offered for designing effective mentorship programs in K-12 classrooms. |
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| ISSN: | 1946-6226 |
| DOI: | 10.1145/3772073 |
