A Youth Peer Mentoring Model to Diversify the Future of STEM

/in /by

Zúñiga-Terán, A. A., Brown, A., Haverland, A., Mason, J., Bryson, M., Nichols, J., Schachter, J., Hunter, K., & Fimbres, E. (2025). Increasing representation of minority students in STEM fields through multi-generational mentoring, real-world learning, and GIS training. Journal of STEM Outreach, 8(1).

Introduction

Although minority students express similar initial interest in STEM as their White peers, they remain underrepresented in STEM degrees and careers due to structural barriers and low retention. Zúñiga-Terán and colleagues (2025) designed a youth mentoring initiative to address these disparities. Grounded in experiential learning and cross-age mentoring, the program engaged predominantly hispanic middle and high school students in a year-long exploration of spatial analysis using Geographic Information Systems (GIS). The study evaluated whether this model could build scientific identity, foster confidence, and increase comfort with higher education pathways.

Methods

The program included 80 middle schoolers, 10 high school alumni, and multiple university students and faculty. Structured around four campus visits and regular mentorship, students received training in spatial reasoning and GIS via ESRI tools like Survey123 and StoryMap. Guided by community leaders, students mapped and compared features in neighborhood parks, using their data to generate presentations and compete in a final showcase. Surveys were administered pre- and post-program to assess STEM self-efficacy, comfort with college, and community engagement. Open-ended reflections were also collected from all participants.

Results

Middle school participants reported increased confidence in data analysis, collaboration, and spatial reasoning. Their self-perception as scientists and leaders improved, with a 12-point gain in agreement to the statement “I feel like a scientist/engineer.” Many expressed greater comfort identifying community challenges and speaking with leaders. Several students continued project work beyond the program, earning top honors in state GIS competitions. Mentors also grew: high school students reported improved leadership, while university students gained facilitation and reflection skills. Collectively, the program fostered skill-building, mentorship bonds, and civic engagement across generations.

Discussion

While outcomes are not generalizable, the findings suggest that multi-tiered mentoring—rooted in real-world relevance and community connection—can enhance STEM engagement among underrepresented minority youth. Increased comfort with scientific tools and environments, especially college campuses, helps to demystify higher education. However, the authors highlight structural challenges, such as administrative delays and lack of institutional support for faculty. Long-term sustainability will depend on integrating such initiatives into university systems and addressing the systemic inequities that limit participation.

Implications for Mentoring Programs

This study offers a replicable framework for mentoring programs seeking to boost minority representation in STEM. Programs should consider:

  • Embedding mentoring in real-world investigations to increase relevance.

  • Including near-peer mentors from similar backgrounds to strengthen cultural resonance.

  • Incorporating structured reflection to reinforce identity development and leadership.

  • Establishing institutional buy-in and shared responsibility among K–12 and university partners.

For mentoring organizations, this study underscores the importance of scaffolding both technical and relational skills while maintaining a focus on equity and access.

Read the full paper here