Academic Journal
A three-tiered mentorship approach for supporting high school students interested in science, technology, engineering, and mathematics (STEM) careers.
| Τίτλος: | A three-tiered mentorship approach for supporting high school students interested in science, technology, engineering, and mathematics (STEM) careers. |
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| Συγγραφείς: | Browning BD; Department of Psychiatry and Behavioral Sciences, Medical University of South Carolina, Charleston, SC, USA., Glover JS; Department of Pathology, Microbiology and Immunology, Vanderbilt University Medical Center, Nashville, TN, USA., Meredith LR; Department of Psychiatry and Behavioral Sciences, Medical University of South Carolina, Charleston, SC, USA., Kirkland AE; Department of Psychiatry and Behavioral Sciences, Medical University of South Carolina, Charleston, SC, USA., Gex KS; Department of Psychiatry and Behavioral Sciences, Medical University of South Carolina, Charleston, SC, USA., Tomko RL; Department of Psychiatry and Behavioral Sciences, Medical University of South Carolina, Charleston, SC, USA.; Hollings Cancer Center, Medical University of South Carolina, Charleston, SC, USA., Duong F; The Matilda Centre for Research in Mental Health and Substance Use Research, University of Sydney, Sydney, Australia., Squeglia LM; Department of Psychiatry and Behavioral Sciences, Medical University of South Carolina, Charleston, SC, USA. |
| Πηγή: | Journal of clinical and translational science [J Clin Transl Sci] 2025 Feb 10; Vol. 9 (1), pp. e54. Date of Electronic Publication: 2025 Feb 10 (Print Publication: 2025). |
| Τύπος έκδοσης: | Journal Article |
| Γλώσσα: | English |
| Στοιχεία περιοδικού: | Publisher: Cambridge University Press Country of Publication: England NLM ID: 101689953 Publication Model: eCollection Cited Medium: Internet ISSN: 2059-8661 (Electronic) Linking ISSN: 20598661 NLM ISO Abbreviation: J Clin Transl Sci Subsets: PubMed not MEDLINE |
| Imprint Name(s): | Original Publication: Cambridge : Cambridge University Press, [2017]- |
| Περίληψη: | Racially and ethnically minoritized individuals, first-generation college students, and women are significantly underrepresented in science, technology, engineering, and mathematics (STEM) careers. This lack of equal representation limits creativity and progress in these fields and perpetuates systemic barriers that discourage students from pursuing STEM pathways. This special communication introduces the three-tiered mentorship model employed in the Teen Science Ambassador Program (TSAP), which incorporates senior mentors, near-peer mentors, and high school ambassadors (i.e., mentees) to promote education, hands-on research, and career development in STEM for underrepresented students. We discuss the benefits and challenges of the three-tiered model and offer recommendations for optimizing its effectiveness to enhance mentorship experiences for all participants. Findings from the TSAP program suggest that the three-tiered approach benefited all participants: high school ambassadors gained STEM skills and confidence, near-peer mentors developed leadership and communication abilities, and senior mentors improved mentorship skills. However, the effectiveness of near-peer mentorship is highly dependent on clearly defined roles and structured involvement. Thus, feedback collected from each mentorship tier was used to inform subsequent iterations of the program. The layered mentorship structure fostered a sense of community and belonging, which is crucial for retaining individuals from underrepresented groups in STEM. (© The Author(s) 2025.) |
| Competing Interests: | The authors have no conflicts of interest to declare. |
| References: | CBE Life Sci Educ. 2018 Spring;17(1):. (PMID: 29351912) Int J STEM Educ. 2020;7(1):42. (PMID: 32850287) J STEM Outreach. 2024;7(1):. (PMID: 38831780) |
| Grant Information: | K01 AA031745 United States AA NIAAA NIH HHS; K24 AA031052 United States AA NIAAA NIH HHS; T32 DA007288 United States DA NIDA NIH HHS |
| Contributed Indexing: | Keywords: Mentoring; adolescent; diversity; high school; near-peer; stem; underrepresented minorities; youth |
| Entry Date(s): | Date Created: 20250425 Latest Revision: 20250721 |
| Update Code: | 20260130 |
| PubMed Central ID: | PMC12018214 |
| DOI: | 10.1017/cts.2025.19 |
| PMID: | 40276494 |
| Βάση Δεδομένων: | MEDLINE |
| ISSN: | 2059-8661 |
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| DOI: | 10.1017/cts.2025.19 |