Relatable Role Models: A Novel Approach to Empowering Underrepresented Students Interested in STEM

The underrepresentation of racially and ethnically minoritized individuals, first-generation college students, and women in STEM careers is well-documented. This imbalance perpetuates systemic barriers that hinder access to STEM education and career pathways. Browning and colleagues (2025) introduce a three-tiered mentorship framework within the Teen Science Ambassador Program (TSAP), an initiative that connects high school students with both near-peer mentors (former ambassadors) and senior mentors (graduate students, postdoctoral scholars, or faculty members). This structure aims to provide mentees with relatable role models, helping them to establish a sense of belonging within STEM fields. The study seeks to determine whether multi-tiered mentorship fosters greater interest, confidence, and identity in STEM among underrepresented students.

Methods

The TSAP program is a two-year initiative that includes three progressive phases. In Phase 1, high school ambassadors participate in interactive lessons introducing STEM research, develop personalized research projects, and present their findings. Phase 2 involves a paid internship where ambassadors engage in hands-on NIH-funded research projects. In Phase 3, former ambassadors transition into near-peer mentors, guiding new participants while continuing to receive mentorship from senior mentors.

Data collection includes focus groups with participants, structured interviews, and pre- and post-program surveys. The study compares outcomes across three cohorts: Cohort 1, which had only senior mentors, and Cohorts 2 and 3, which implemented the three-tiered structure.

Results

The findings indicate that the three-tiered mentorship model benefits all participants. High school ambassadors reported increased confidence, a stronger STEM identity, and greater enthusiasm for pursuing STEM careers. Near-peer mentors developed leadership and communication skills, while senior mentors refined their mentorship abilities. Notably, Cohort 3, which received structured role clarification for near-peer mentors, demonstrated the most significant gains in STEM career interest and belonging. Notably, near-peer mentors appreciated the leadership opportunities, but expressed a need for clearer role definitions, which was addressed in subsequent program replications.

Discussion

The study’s findings contribute to the growing body of research supporting mentorship as a critical tool for fostering diversity in STEM. Based on these insights, key recommendations for mentorship programs include:

• Structured Role Definition: Clearly defining the responsibilities of near-peer and senior mentors ensures productive mentorship relationships and maximizes program benefits.
• Scalability and Replication: Adapting the three-tiered model to other STEM mentorship initiatives could help broaden its impact and increase accessibility for underrepresented students nationwide.

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