Growing up with a parent working in a STEM field and having a STEM mentor enhance the likelihood of completing a university STEM degree (Almarode et al., 2014; Subotnik, Tai, Almarode, & Crowe, 2013). The current study explores whether mentors serve an outsized role for retaining students who do not have a parent in STEM, and which categories of mentors (e.g., parents, teachers, or researchers)
... [Show full abstract] are most influential. Preliminary analyses of data from a National Science Foundation–sponsored survey of selective public science, mathematics, and technology high school graduates in the United States indicate that the impact of mentors on students’ later majoring in STEM is even greater for students who did not have a STEM parent, compared with students who did. The study relates to the conference theme by examining the influence of mentors for a specific group—students of science, mathematics, and technology high schools. As students attending such high schools often come from STEM-friendly home environments and show greater STEM interests and abilities than students attending non-specialized high schools, the finding indicates that providing more mentoring support can be especially important for bright and interested students without a parent employed in a STEM field. Identifying strategies used by mentors to replicate the attitudes, experiences, and values inculcated in homes with STEM professionals will also benefit students beyond those found in selective STEM high schools. The finding and its implications are relevant for policymakers, STEM educators, and mentors.