Confidence Through Community: Promoting Student Self-Efficacy Through Peer Support Networks to Engage and Retain STEM Students

Self-efficacy—one’s belief in their ability to take the actions necessary to succeed—is a critical determinant of student success and retention, particularly during the transitional first two years of undergraduate study. Learning communities that incorporate peer mentors have been identified as promising structures for fostering self-efficacy, yet the mechanisms by which intentional peer mentoring within structured career development contexts shapes students’ self-efficacy beliefs remain underexplored. This study examined the following research questions: (1) How does participation in a career-focused Learning community course shape first- and second-year STEM students’ sense of self-efficacy regarding academic and career decision-making? (2) In what ways do peer mentors and peer support networks within the learning community contribute to students’ self-efficacy development? (3) How do students describe feeling empowered—or not—to pursue their career goals as a result of this experience? Using a mixed-methods design that combined pre- and post-course surveys, semi-structured focus groups, and phenomenological one-on-one interviews, we investigated the self-efficacy development of first- and second-year STEM students (N = 53) enrolled in a semester-long learning community course at a large, predominantly White public institution in the Midwest. Of these, 25 students completed both the pre- and post-course Career Self-Efficacy surveys and were included in matched statistical analyses. Three major findings emerged: (1) the learning community class environment created a space where self-efficacy was prioritized and developed; (2) peer support groups and peer mentors positively impacted students’ self-efficacy; and (3) students felt empowered by the experience in pursuing their chosen career goals. These findings have practical implications for the design of learning communities in STEM, highlighting the value of intentional peer mentoring structures and career-focused activities as tools for promoting student confidence, retention, and long-term academic success.