Biotechnology Pathways: Leveraging Mentorship and Workforce Experience to Advance STEM Students from Low-Income Backgrounds

• In Event: Strengthening STEM Pathways: Strategies for Supporting Students from Low-Income Backgrounds at HBCUs

Abstract

Purpose
This study examines the design, implementation, and outcomes of a National Science Foundation (NSF) Scholarships in Science, Technology, Engineering, and Mathematics Program (S-STEM) program aimed at increasing the recruitment, retention, and graduation of academically talented, low-income students pursuing undergraduate degrees in Plant Science–Biotechnology. The program seeks to enhance institutional capacity to support underrepresented students through scholarships, academic enrichment, mentoring, and career development, ultimately contributing to a more diverse and skilled STEM workforce.

Perspective(s) or Theoretical Framework
The project is grounded in a resilience and equity framework that emphasizes structural support, culturally responsive mentoring, and experiential learning as mechanisms to improve outcomes for underrepresented students in STEM. The program design reflects Tinto’s theory of student integration and persistence, with a focus on academic and social integration through cohort-based support, research engagement, and leadership development.

Methods, Techniques, or Modes of Inquiry
This is a mixed-methods institutional case study that integrates quantitative tracking of student outcomes with qualitative documentation of program activities and participant experiences. Data sources include enrollment and graduation records, GPA trends, internship and research participation logs, award recognitions, and dissemination artifacts. The study also incorporates narrative accounts of student trajectories and faculty mentoring practices.

Data Sources, Evidence, Objects, or Materials
The study draws on institutional records, program documentation, and student participation logs collected over a five-year period. Evidence includes scholarship distribution records for 35 students annually, academic performance data showing GPA ranges from 3.0 to 4.0 and graduation timelines of 4 to 5 years, and documentation of student participation in 136 national conference presentations, where 46 students received awards. Additional data include records of student engagement in research internships at NSF Research Experiences for Undergraduates and National Institute of Food and Agriculture Research and Extension Experiences for Undergraduates sites, participation in Clustered Regularly Interspaced Short Palindromic Repeats, or CRISPR, based summer workshops, and post-graduation placements in graduate programs and STEM careers. Dissemination materials such as institutional websites, newsletters, and community reports were also analyzed.

Results
The program demonstrated significant success in improving student retention, graduation, and career readiness. A total of 39 scholars have graduated or are on track to graduate, exceeding the program’s baseline goal of 30. Retention and graduation rates among low-income, first-generation students improved substantially, and participation in research internships doubled. Scholars were placed in prestigious graduate programs and federal agencies such as the United States Department of Agriculture, Environmental Protection Agency, and Department of Homeland Security. The program also enhanced institutional visibility and capacity to support underrepresented students in STEM, as evidenced by increased application rates and national recognition of student achievements.

Scientific or Scholarly Significance
This study contributes to the growing body of research on effective institutional strategies for supporting underrepresented students in STEM. It offers a replicable model of integrated academic, financial, and mentoring support that aligns with national goals for broadening participation in STEM. The findings underscore the importance of sustained investment in student-centered programming and provide actionable insights for institutions seeking to improve equity and outcomes in STEM education.

Author

• Sarwan Dhir, Fort Valley State University