The importance of STEM mentors

January’s National Mentoring Month celebrated the work of thousands of adults who make a difference in young people’s lives by offering stable relationships to support their academic and social development. The initiative also sought to raise awareness for the continued need for mentors. A new report from MENTOR: The National Mentoring Partnership found a significant mentoring gap, particularly for at-risk youth.

STEM-specific mentors are especially important to break down stereotypes about who practices STEM and to demonstrate the diversity in career options. The White House has recognized the need for more STEM professionals to mentor youth, which resulted in the US2020 initiative, calling on companies to allow their employees to volunteer as mentors.

In other big news, the Million Women Mentors (MWM) initiative was launched last month, and to-date almost 45,000 have taken the pledge! In the near future, MWM plans to offer an online platform to provide STEM professionals with tools to become effective mentors and to connect with girl-serving youth organizations. Several groups working in the out-of-school-time space are official partners—Girls, Inc., 4-H, YWCA,Girlstart, the National Girls Collaborative Project and the Association of Science-Technology Centers.

Mentors vs. Role Models

Role models provide a realistic idea of what STEM professionals do every day, present the diverse array of careers options in STEM, and help students visualize themselves as scientists and engineers.  Female and minority role models break down stereotypes about who practices STEM, which is particularly important for populations underrepresented in the STEM fields.  Role models can also clarify what the educational pathway to becoming a scientist or engineer looks like.

Mentors work more closely with students, developing a consistent, personal relationship with youth. They can serve similar functions as role models, but can also offer one-on-one guidance in the form of academic or career advice. Mentors might volunteer in the afterschool program every time it meets, leading or co-leading activities.

Afterschool STEM and Mentoring

For many afterschool STEM programs, mentoring and the use of role models are an integral component—a few examples include the New York Academy of Science’s Afterschool STEM Mentoring Program, Northwestern University’s Science Club, the ACE Mentoring Program, and Science Club for Girls. In a recent Afterschool Alliance webinar, “Strengthening Afterschool STEM Partnerships,” mentoring emerged as a common programmatic focus among the featured afterschool programs. The relationships developed between students and mentors serves to foster deeper learning and a persisting interest in science.

The benefits of mentors and role models are great, but it is often necessary to train these adults to work with young people and educate them on youth development principles. Several quality resources are out there to help think through how to prepare potential volunteers. And while the resources listed below are aimed at girl-serving programs, the tips are equally helpful for co-ed programs!

1. Through the Role Models Matter project, Techbridge offers guides for programs on recruiting role models, developing training, and setting up visits and events.
2. In a Google+ Hangout hosted by the Huffington Post, several experts are interviewed on what makes a good mentor, and also discussing difficulties that might arise with mentors and role models.
3. The SciGirls Role Model Strategies is a guide for potential role models that lists seven research-based best practices for working with girls, accompanied by suggestions of what to do and say for each strategy.
4. NGCP and Techbridge recently held a training in D.C. for federal workers interested in becoming role models and mentors for girls. Webcasts of the sessions, along with several other useful resources are posted online.

Where to find mentors and role models

If you’re looking for a female role model, try browsing the FabFems directory, a national database of women in the STEM professions. These women can offer in-person visits, field trips to their place of work, host a student for a job shadow, or may even be able to mentor remotely.

• Universities and community colleges
  • K-12 education outreach departments
  • Student groups like Engineers Without Borders or Society of Hispanic Professional Engineers
  • Individual academic departments, both undergraduate and graduate
    • It helps to know a current faculty member, so reach out to your networks!
• Professional organizations
  • The Society of Women Engineers has a strong commitment to K-12 outreach
• Local business and industry
  • Some businesses grant employees a flexible schedule or paid time to volunteer
  • Check with diversity or outreach departments of large companies
• Government science agencies or labs
• Museums, zoos, botanical garden or observatories
  • Staff and volunteers are likely to have a professional or academic background in STEM
  • As fellow informal science practitioners, they will also have experience working with kids