Centering marginalized voices in STEM education: undergraduate mentors’ perspectives on equity in a summer enrichment program for persistently marginalized youth

Abstract

Purpose This study investigates the perspectives of marginalized undergraduate mentors in a summer STEM enrichment program, focusing on how they perceive equity and inclusion within the program’s curriculum and instructional practices. The research aims to amplify the voices of these mentors, who bring unique insights as individuals who have themselves been marginalized in STEM education. Design/methodology/approach We conducted semi-structured interviews and focus groups with 15 undergraduate STEM mentors from marginalized backgrounds. The mentors were paired with predominantly African American students in an urban US public school district. Data were analyzed using qualitative thematic analysis to explore the mentors’ perceptions of the program’s curriculum, instructional practices and socio-emotional learning components. Findings The study reveals two key themes: (1) the importance of balancing high expectations and socio-emotional development in STEM curriculum; and (2) the role of culturally affirming practices in countering cultural incongruences between teachers and students. Originality/value This research highlights the critical role of marginalized undergraduate mentors in shaping STEM programs for historically underrepresented youth. Their perspectives offer valuable insights into how curriculum and instructional practices can be improved to foster greater inclusivity, equity and engagement in STEM education.