Group Mentoring Sparks Interest in STEM Among Girls

Guenaga, M., Eguíluz, A., Garaizar, P., & Mimenza, A. (2022). The impact of female role models leading a group mentoring program to promote STEM vocations among young girls. Sustainability, 14(3), 1420. https://doi.org/10.3390/su14031420

Introduction

Despite girls’ equal ability in science and math, gender disparities in STEM persist across education and employment. The Inspira STEAM program, developed in Spain, sought to address this gap by using group mentoring led primarily by female STEM professionals to inspire 10- to 12-year-old students. Guenaga and colleagues (2022) investigated whether contact with nearby female STEM role models could shift young students’ attitudes toward technology, challenge stereotypes, and influence future career aspirations.

Methods

The study included 303 students, 48% being girls from 10 Spanish schools. Students were engaged in a six-session classroom mentoring program led by trained volunteer mentors in science and technology fields. Sessions explored topics such as gender stereotypes, STEM careers, and female scientists’ contributions. Using pre- and post-intervention questionnaires,  students’ attitudes toward technology, mathematical self-efficacy, gender stereotypes, and awareness of STEM professionals were measured. Control groups continued normal classroom activities before completing the same assessments.

Results

After participating in Inspira STEAM, students, especially girls, reported more positive attitudes toward technology and could name more female scientists. Girls’ interest in technology-related careers increased modestly, and both boys and girls demonstrated broader recognition of women’s contributions in STEM. However, gender stereotypes and mathematical self-efficacy remained largely unchanged, indicating that early and sustained efforts are needed to reshape deep-seated beliefs.

Discussion

The program’s greatest success lay in exposing girls to relatable female role models, which increased comfort and familiarity with STEM fields. The lack of improvement in stereotypes and math confidence suggests that mentoring must begin earlier and be complemented by structural and cultural changes in education. Notably, girls consistently rated their technological confidence lower than boys, even when attitudes improved, highlighting a larger global pattern of STEM gender disparity.

Implications for Mentoring Programs

Mentorship that connects young girls with local, accessible female STEM professionals can effectively enhance interest in technology and STEM careers. More work should be investigated whether having other marginalized youth reap the safe benefits in regard to being connected with local accessible role-models with the same identity background of youth. Group mentoring offers a safe, reflective space where girls can challenge stereotypes and envision themselves in STEM roles. Programs should integrate long-term mentorship and begin in early primary education to reinforce self-efficacy and normalize female presence in technical fields.

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