Careers in the U.S. that require STEM knowledge have grown rapidly, reinforcing the need to develop a future workforce that is prepared to meet growing business needs and solve global challenges. Considering that there is a low number of students pursuing STEM degrees and the low percentages of minority students in the STEM pipeline, STEM education has been a focus of local and national education curriculum reform efforts.

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).

Concern over the underrepresentation of women and certain minority populations in engineering has been a concern for the last few decades. Government agencies, non-profit organizations, and private companies have invested significant money and resources to address this concern (Committee on Equal Opportunities in Science and Engineering (CEOSE), 2017; Gibbin & Davis, 2002); however, the numbers of women and underrepresented minorities participating in engineering remains dismal (National Science Foundation & National Center for Science and Engineering Statistics, 2017).

Careers in the U.S. that require STEM knowledge have grown rapidly, reinforcing the need to develop a future
workforce that is prepared to meet growing business needs and solve global challenges. Considering that there is a low number of
students pursuing STEM degrees and the low percentages of minority students in the STEM pipeline, STEM education has
been a focus of local and national education curriculum reform efforts. Extending beyond the classroom, university, industry,

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.

With the rapid growth of science, technology, engineering, and mathematics (STEM) jobs in the