View in EDS

Mentoring in K-12 Computer Science Classrooms: Exploring Mentors' and Mentees' Experiences

Saved in:
Bibliographic Details
Title: Mentoring in K-12 Computer Science Classrooms: Exploring Mentors' and Mentees' Experiences
Language: English
Authors: Gözde McLaughlin (ORCID 0000-0002-0021-4565), Sima Ahmadi (ORCID 0009-0007-6637-8638), Elena Novak (ORCID 0000-0003-0873-2081), Lisa Borgerding (ORCID 0000-0001-8197-5237)
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
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1497500
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Mentoring in K-12 Computer Science Classrooms: Exploring Mentors' and Mentees' Experiences
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Gözde+McLaughlin%22">Gözde McLaughlin</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0021-4565">0000-0002-0021-4565</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sima+Ahmadi%22">Sima Ahmadi</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0007-6637-8638">0009-0007-6637-8638</externalLink>)<br /><searchLink fieldCode="AR" term="%22Elena+Novak%22">Elena Novak</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0873-2081">0000-0003-0873-2081</externalLink>)<br /><searchLink fieldCode="AR" term="%22Lisa+Borgerding%22">Lisa Borgerding</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8197-5237">0000-0001-8197-5237</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22ACM+Transactions+on+Computing+Education%22"><i>ACM Transactions on Computing Education</i></searchLink>. 2026 26(1).
– Name: Avail
  Label: Availability
  Group: Avail
  Data: 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/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 20
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: SourceSuprt
  Label: Sponsoring Agency
  Group: SrcSuprt
  Data: National Science Foundation (NSF)
– Name: NumberContract
  Label: Contract Number
  Group: NumCntrct
  Data: 2300865
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Science+Education%22">Computer Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Mentors%22">Mentors</searchLink><br /><searchLink fieldCode="DE" term="%22College+School+Cooperation%22">College School Cooperation</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Experience%22">Student Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Robotics%22">Robotics</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1145/3772073
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1946-6226
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1497500
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1497500
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1145/3772073
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 20
    Subjects:
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Computer Science Education
        Type: general
      – SubjectFull: Mentors
        Type: general
      – SubjectFull: College School Cooperation
        Type: general
      – SubjectFull: Secondary School Students
        Type: general
      – SubjectFull: Postsecondary Education
        Type: general
      – SubjectFull: Student Experience
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: College Students
        Type: general
      – SubjectFull: Robotics
        Type: general
    Titles:
      – TitleFull: Mentoring in K-12 Computer Science Classrooms: Exploring Mentors' and Mentees' Experiences
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Gözde McLaughlin
      – PersonEntity:
          Name:
            NameFull: Sima Ahmadi
      – PersonEntity:
          Name:
            NameFull: Elena Novak
      – PersonEntity:
          Name:
            NameFull: Lisa Borgerding
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-electronic
              Value: 1946-6226
          Numbering:
            – Type: volume
              Value: 26
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: ACM Transactions on Computing Education
              Type: main
ResultId 1