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

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The research reveals a balance between high expectations and socio-emotional development is crucial for STEM curricula.
Key themes show that culturally affirming practices counteract cultural incongruences between teachers and students.
Findings from semi-structured interviews enhance understanding of marginalized mentors’ insights in STEM education.
The study emphasizes the role of marginalized voices in promoting equity and inclusion in educational practices.

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Qualitative analysis reveals how marginalized undergraduate mentors address equity in STEM programs, suggesting improvements for inclusivity.

Kier et al. (2025) studied this question.

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Qualitative analysis reveals how marginalized undergraduate mentors address equity in STEM programs, suggesting improvements for inclusivity.