Although institutions of higher education have placed a large emphasis on increasing the number of underrepresented minority (URM) students matriculating in higher education, the disparities in STEM retention and graduation rates between URM and non-URM students emphasize the dire need for increased support to help URM students navigate challenges including stereotype threat, impostor phenomenon, and lack of social connectedness that disproportionately affect URM students in majority-dominated fields. Prior research has demonstrated that structured mentoring has the potential to generate substantial improvements in academic, social, and career outcomes for URM STEM students. In particular, network-based mentoring approaches that allow for students to receive both professional and peer mentoring, as well as the opportunity to mentor other students, have demonstrated success in this realm. In this article, we discuss how the current state of academia often fails URM STEM scholars, review
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The Texas A&M University System was one of the first six Louis Stokes Alliance for Minority Participation (LSAMP) awardees. All current members of the Alliance are part of the Texas A&M University System. Many high impact practices (HIP) have been emphasized in Alliance’s 30 years of programming with Diversity/Global Learning as a focus in the last 14 years. Diversity/Global learning has been supported in two formats on the Alliance campuses, through traditional study abroad programming and a College of Engineering initiative. Data presented was derived from a number of sources, project evaluation gathered information regarding student perspectives and outcomes, survey research conducted by an independent party, and institutional data accessed to assess student outcomes. Triangulation was completed between data sets. Results indicate both forms of programming were efficacious for underrepresented and first-generation students. Outcomes reported were substantial increases in a
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