The Spanish saying “Dime con quién andas y te diré quién eres” (Tell me who you surround yourself with, and I will tell you who you are) captures the essence of identity formation through community belonging. For marginalized students in STEM, a lack of understanding of academic culture creates barriers to seeing themselves as belonging in research spaces (Carlone & Johnson, 2007). However, mentorship can transform students’ mindsets about their place in STEM.
As a first-generation college student and daughter of immigrants, I was told to earn good grades and graduate quickly for financial security. I never considered what I could do with my mathematics degree or how to apply my developing skills. Research seemed reserved for “smart and privileged white kids,” creating a disconnect between classroom learning and professional development.
Dr. Herbert Medina, a Salvadorian mathematics professor, encouraged me to apply to a summer undergraduate research program at Cornell University. In eight intensive weeks, I learned to present work, discuss research ideas, collaborate effectively, read relevant literature, and engage with field experts. Graduate school became a viable option as I found myself surrounded by mathematicians and students with similar backgrounds. The supportive community around me made me feel capable of conducting meaningful research.
Hearing similar stories from community college students about focusing solely on grades and feeling “not smart enough” for research, I recognized their limited view of career possibilities. I wanted to provide these marginalized students with the same transformative experience I had—creating research opportunities for those who don’t see themselves in the STEM community.
Addressing Initial Barriers
Collective mentorship for marginalized STEM students builds belonging and positive STEM identity. Creating research experiences with real-world applications and professional collaboration addresses equity gaps in research accessibility for community college students. I knew this from personal experience as a student and a mentor.
Three main barriers emerged as I began to wonder how I could create a similar experience. A student barrier was “Am I smart enough?” which is what I felt when I was a student. For most first-generation students, the mere idea of research is daunting. As a community college faculty member, I questioned if I had the time, resources, and support for research agendas. Research university professors have institutionalized and financial support. I asked whether external partners would be as invested as I was in supporting students. Could we create reasonable projects that were within a student’s scope? Research inherently involves uncertainty, requiring a willingness to explore the unknown. I decided to replicate my student experience and observe how others conducted research experiences.
Envisioning Equitable Collaboration
During summer 2022, I participated in a Research Experience for Teachers (RET) with Arizona State University’s Sensor Signal and Information Processing Center (SENSIP), focusing on Health Diagnostics with Supervised Machine Learning. My research advisors were a mathematician at Arizona State University and a research scientist at Mayo Clinic. They introduced me to data science and mathematics applications in Medical Physics, revealing impactful medical field contributions beyond becoming a medical doctor.
This experience showed me that research outside my formal training was possible with support. I contacted the Medical Physics Chair at the Mayo Clinic, finding a collaborator who understood the importance of research experiences through his own participation and recognized the value of diversifying STEM with different perspectives. We agreed that early exposure provides a better trajectory for STEM success and career prospects for marginalized students. One simple email started the collaboration I envisioned.
Student Research Poster from ANAS Conference in Spring 2024, title “Comparison of Peak Skin Dose Calculations Between Anthropomorphic and Stylized Models.”
Student Success Stories
My RET experience inspired me to create a meaningful partnership with external partners and students. As of Spring 2025, two student groups have participated in this research mentorship program.
We held weekly virtual meetings with researchers to discuss team progress on their project. Students conducted site visits to observe fluoroscopy machines and collect phantom data. The first group presented findings to the Medical Physics department, receiving constructive feedback on their work and soft skills development for career advancement. Their professionalism led to additional radiologist collaborations and future project opportunities. Out of 52 submissions, the first group of students won best poster at the 2024 Arizona-Nevada Academy of Science conference.
The second group participated in the Arizona Hispanic Serving Institute Summit as panelists, sharing experiences with administrators, community leaders, and stakeholders. Both groups learned valuable lessons: they could master difficult concepts, conference presentations weren’t intimidating, and they had valuable contributions to the STEM community.
“Doing research …has changed the way I see myself in the scientific community by making it feel accessible. Before I started my URE I knew I wanted to pursue a career in science and contribute to research projects, but it always felt like a plan for the future, and a little out of reach. Now I am actively participating in research, developing research questions and hypotheses, testing them, doing field work, analyzing data, problem-solving, and presenting my findings to the broader scientific community.”
“Doing research … changed the way I see myself in the scientific community by allowing me to apply my skills in ways that could make a meaningful impact. It helped me gain hands-on experience in my field of interest while also exposing me to a completely new area of study. This experience made me feel like I belong in the scientific community and that I have something valuable to contribute.”
Creating Collaborative Partnerships
Collective mentorship between external partners and community college faculty creates exceptional opportunities for marginalized STEM students. These research experiences increase marginalized student participation in STEM spaces, expand talent pools for external partners, and build mutually supportive partnerships. Collaboration benefits outweigh uncertainties.
One challenge was shifting students from a classroom to professional mindsets. They worried about speed over quality and felt like they had little to contribute. We addressed this through student-led weekly meetings, treating them as junior colleagues rather than task-followers. Defining team roles took time, but we ensured active participation. I transitioned from teacher to mentor and guide.
My primary advice: “What’s the worst that could happen?” Other community college faculty have developed wonderful external partnerships—all starting with one email or phone call. Humility is equally important. Accepting a growth mindset and learning alongside students was as impactful for me as for them. My collaborator and student team navigated situations where analysis didn’t make sense, requiring us to step back and reassess. However, we never lost sight of the bigger picture, to create a community of scientists.
Conclusion
My passion for research exposure is deeply personal. Because someone helped me develop a positive STEM identity and encouraged research pursuit, I want other STEM faculty to mentor future scientists from marginalized communities. Diversifying the STEM landscape advances research through varied perspectives.
Students participating in undergraduate research experiences should embody “Dime con quién andas y te diré quién eres.” Surrounded by STEM professionals and faculty, they believe they belong in the STEM community. I’ve witnessed transformations in my students’ self-perception as future scientists—they demonstrate confidence and pride, no longer intimidated by researcher and professional interactions. These experiences should start early, providing students with a better trajectory to thrive in STEM spaces.
The header was designed by Nicholette M. Figueroa and Sheila Leyva Cardenas, students at EMCC.
Resources
Carlone, H. B., & Johnson, A. (2007). Understanding the science experiences of successful women of color: Science identity as an analytic lens. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 44(8), 1187-1218.
Hensel, N. H. (2023). Undergraduate research at community colleges: Equity, discovery, and innovation. Routledge.
Hudley, A. H. C., Dickter, C. L., & Franz, H. A. (2017). The indispensable guide to undergraduate research: Success in and beyond college. Teachers College Press.
Laursen, S., Hunter, A. B., Seymour, E., Thiry, H., & Melton, G. (2010). Undergraduate research in the sciences: Engaging students in real science. John Wiley & Sons.
