The right mentorship can be the difference between a student pursuing a STEM career or leaving the field entirely.
Imagine a talented, low-income student arriving at university, determined to become an engineer. They've overcome financial barriers through a scholarship, but now face a new challenge: navigating a landscape where they don't see themselves represented. For many students in STEM (Science, Technology, Engineering, and Mathematics), this scenario is all too familiar. While financial support opens doors, it's often meaningful mentorship that keeps them walking through. Recent research reveals that when scholarship programs integrate intentional mentoring practices aligned with student preferences, they dramatically increase retention and success—especially for those from underrepresented backgrounds.
of STEM graduates globally are women—a figure unchanged for a decade 1
attrition rate across all STEM backgrounds without proper mentoring 3
The STEM workforce faces a dual challenge: overwhelming demand for skilled professionals and persistent equity gaps. Women represent just 35% of STEM graduates globally—a figure unchanged for a decade—while racial and ethnic minorities remain significantly underrepresented in STEM occupations 1 . These gaps aren't just statistics; they represent lost potential and innovation.
"Mentorship is a professional, working alliance in which individuals work together over time to support the personal and professional growth, development, and success of the relational partners through the provision of career and psychosocial support," defines a National Academies report on effective mentorship in STEMM 3 .
This definition underscores that effective mentoring extends far beyond occasional advice—it's a deliberate partnership that addresses both career development and personal growth.
The evidence for mentorship's impact is compelling: graduate students who experience positive mentoring are more likely to persist in their academic programs, publish research, and enter STEM careers. For women and underrepresented students, quality mentoring significantly increases their integration into the academic community 3 .
Research into student preferences reveals several key themes that distinguish transformative mentoring relationships from merely functional ones.
Students consistently value psychosocial support—the aspect of mentoring that addresses personal development, confidence, and sense of belonging—as much as career guidance.
While students appreciate structure in mentoring relationships, they overwhelmingly prefer flexible frameworks that allow for personalized connections.
Contrary to the traditional single-mentor model, students increasingly prefer networks of mentors who can provide different perspectives and types of support.
| Preference Category | What Students Value | Implementation Strategy |
|---|---|---|
| Relationship Structure | Flexible scheduling with clear expectations | Mentoring compacts with customizable meeting templates |
| Support Type | Both psychosocial and career support | Combined personal check-ins and skill-building sessions |
| Mentor Network | Multiple mentors for different needs | Mentor mapping exercises and facilitated connections |
| Communication | Multiple formats (in-person, virtual) | Hybrid meeting options with regular intervals |
| Identity Considerations | Mentors who understand diverse experiences | Training in cultural competence and implicit bias |
One METRIC program scholar noted the profound impact of having "a community of mentors and peers that supported and facilitated my choice to pursue a PhD," highlighting how psychosocial support sustained them through challenging times .
The Mentored Excellence Toward Research and Industry Careers (METRIC) program at California State University, Long Beach provides a compelling real-world example of mentoring aligned with student preferences. This NSF-funded S-STEM program targets academically talented, low-income students from underrepresented minority (URM) backgrounds, combining scholarships with intensive mentoring .
Scholars receive substantial scholarships ($6,000 per semester in METRIC 2) with the explicit expectation that they engage in research, professional networking, and mentoring activities .
The program organizes regular mixers, retreats, and even family-inclusive events during holidays. These intentionally designed gatherings help students build community and allow their support networks to understand and encourage their STEM pursuits .
Faculty mentors guide students' career pathways through regular meetings, helping with everything from research opportunities to résumé writing and job searches. The program takes a "holistic and responsive approach to address student needs," including connecting students with mental wellness resources and basic needs support .
METRIC's student-centered approach has delivered remarkable outcomes:
degree completion rate
pursue advanced degrees or STEM industries
women participants
program retention
| Outcome Measure | METRIC Program Results | Typical STEM Outcomes for URM Students |
|---|---|---|
| Degree Completion | 95% | 11-18% |
| Continued STEM Pursuit | 80% | Not available |
| Program Retention | 95% | 61% attrition across all STEM backgrounds |
| Gender Representation | 70% women | Varies by field |
Beyond METRIC, research consistently identifies several program features that align with student preferences.
Students consistently report that feelings of isolation—particularly for underrepresented groups—significantly impact their STEM persistence. Effective programs intentionally counter this through structured community-building.
The WCC STEM Mentorship Program at Stanford, for instance, creates year-long mentoring relationships between undergraduate and graduate women and gender-marginalized students in STEM fields, explicitly aiming to "create a support system to alleviate stressors related to being a member of an underrepresented population" 9 .
Many first-generation and underrepresented students lack exposure to the unwritten rules of STEM academia and industry. Successful mentoring programs make these pathways transparent through panels, workshops, and direct guidance on topics like graduate school applications, research opportunities, and professional networking 9 .
As one METRIC scholar noted, the program "demystified the graduate school application and selection process" .
Programs that regularly collect and respond to student feedback demonstrate respect for student voices while improving their effectiveness. The National Academies recommend "regular and systematic review of formal mentorship activities" using multiple stakeholder perspectives 3 .
METRIC 2.0, for instance, incorporates ongoing assessment to "identify activities that are most effective at supporting skills-development, confidence-building, and barriers-removal" .
| Program Feature | Purpose | Student Benefit |
|---|---|---|
| Financial Support + Mentoring | Enable focus on academics while providing guidance | Reduced financial stress combined with navigation support |
| Structured Community Events | Foster belonging and professional networks | Counteracts isolation and builds social capital |
| Multiple Mentor Models | Provide diverse perspectives and support systems | Access to specialized guidance for different needs |
| Clear Expectation Setting | Create transparent mentoring relationships | Reduced ambiguity and mutual understanding |
| Regular Assessment | Continuously improve program effectiveness | Voice in shaping program development |
Based on research into student preferences, several evidence-based tools consistently emerge as valuable for building effective mentoring relationships:
| Tool Name | Primary Function | Why Students Value It |
|---|---|---|
| Mentoring Compacts | Documents that outline roles, expectations, and goals | Creates transparency and prevents misunderstandings |
| Individual Development Plans (IDPs) | Structured planning for skill development and career goals | Provides roadmap for progress and measurable milestones |
| Mentor Maps | Visual representation of multiple mentors and their roles | Acknowledges that no single mentor can provide all support |
| Mental Wellness Resources | Connections to counseling and stress management | Addresses whole-person challenges in demanding programs |
| Structured Feedback Systems | Regular opportunities for anonymous program feedback | Gives students voice in program improvement |
The growing understanding of student preferences in mentoring coincides with increasing recognition that financial support alone is insufficient for ensuring STEM student success. The National Science Foundation's S-STEM program explicitly requires that scholarship programs include "evidence-based curricular and co-curricular activities" that support recruitment, retention, and graduation 2 . This policy recognition underscores the importance of the human elements—mentoring, community, belonging—in creating equitable STEM pathways.
As we look to the future, successful STEM mentoring programs will likely become even more responsive, flexible, and student-centered. They will continue to address not only academic and career development but also the psychological and social factors that ultimately determine whether promising students persist in STEM fields.
The transformation of STEM education depends on recognizing that behind every statistic about representation gaps are real students with tremendous potential. By listening to their preferences and designing mentoring programs that address their holistic needs, we create not only more equitable educational environments but also a stronger, more innovative scientific future for everyone.
As one METRIC scholar perfectly expressed: "This program helped me financially, which took a huge burden off my shoulders, allowing me to focus on my academic work. More importantly, it provided a community of mentors and peers that supported and facilitated my choice to pursue a PhD" .
In that reflection, we find the powerful combination of financial support and human connection that defines truly effective STEM mentoring programs.