The drive for broader participation in science, technology, engineering, and mathematics (STEM) has resulted in a growing interest in out-of-school programs that bring enriching educational experiences to children from ethnic and racial groups that are traditionally underrepresented, particularly children from low-income households. Ideally, such programs would have clear strategies for recruiting students from low-income communities, thereby minimizing barriers to participation, such as transportation and cost. Although many local organizations are clear in their purpose, strategies that

With the rapid growth of science, technology, engineering, and mathematics (STEM) jobs in the United States, stakeholders are investing more resources to expand participation in these fields in terms of overall numbers as well as representation across demographics. Although there has been a steady stream of federal and corporate investments in STEM programs, reaching and engaging youth from underrepresented communities remains a challenge. Attempting to disrupt this trend, the National Society of Black Engineers (NSBE) is leveraging over ten years of experience to further develop and expand

The purpose of this research study is to examine the motivations of undergraduate students, graduate students, and teaching professionals to serve as mentors for elementary school-aged kids participating in the Summer Engineering Experiences for Kids (SEEK) program hosted by the National Society of Black Engineers (NSBE). Data collection was conducted through semi-structured interviews (n=25), which we analyzed using a two-pronged approach: 1) through attribute coding, we identified demographic information, and 2) through value coding, we identified the participant motivations for mentoring