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Despite interest and potential in STEM (Science, Technology, Engineering and Mathematics), neurodivergent (ND) individuals face underrepresentation and marginalization. These individuals experience low rates of degree completion and even higher dropout rates from STEM programs. In the workplace, elevated levels of unemployment among individuals with disabilities underscore the need to address obstacles to persistence in STEM programs and pathways to the workforce. The AIE-STEMPLOS (Access to Innovative Education in Science, Technology, Engineering, and Mathematics-Providing Learning Opportunities and Scholarship) program at Landmark College, launched in 2021, aims to empower ND STEM scholars by leveraging effective mentoring strategies to support degree completion and career development in STEM fields. Supported by the National Science Foundation (NSF) through scholarship funding (S-STEM), the program's primary goals are to support domestic low-income, academically talented ND scholars in Computer Science and Life Science, create a robust culture of mentorship within the STEM department, and strengthen scholarly professional development. We generally refer to students as scholars in this program as that is the language preferred by the NSF. The mentoring component is designed to enhance psychosocial and professional development through faculty, group, and peer mentoring. Employing tools like the Birkman Method, mentor maps and Individual Development Plans (IDP), the program fosters self-understanding and community among scholars. Evaluation methods include qualitative and quantitative assessments, with data showing high satisfaction with mentor-mentee relationships, robust engagement in professional development activities, and significant improvements in scholars' professional outlook and STEM identity. This comprehensive approach integrates faculty mentors, career counselors, and weekly cohort meetings for mentoring and professional development activities. This paper will highlight the faculty and group/ peer mentoring components of the program, demonstrating how inclusive educational strategies can promote diversity within STEM fields.
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This content will become publicly available on March 1, 2026
Bridging the Gap: Mentorship and Career Support for Neurodivergent STEM Scholars
The increasing recognition of neurodiversity (ND) within science, technology, engineeringand mathematics (STEM) fields has led to a growing demand for inclusive educationalpractices that support neurodivergent scholars. This paper explores the impact ofmentorship, career counseling, and the use of strengths-based assessments, such as theBirkman® assessment, on the career readiness of neurodivergent students at LandmarkCollege’s S-STEM program. Using social cognitive career theory (SCCT) as a framework,we analyze longitudinal data from program participants, highlighting an increase ininternship participation and career confidence. Interviews with recent graduates reveal keychallenges in the post-graduation transition period, the role of professional networks, andthe importance of near-peer mentoring in career persistence. The study underscores thecritical need for structured post-graduate support and proposes a near-peer mentorshipmodel to facilitate career integration for neurodivergent STEM graduates. Findingscontribute to the growing literature on ND inclusion in STEM and offer actionable insightsfor higher education institutions.
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- Award ID(s):
- 2129912
- PAR ID:
- 10610669
- Publisher / Repository:
- The Chronicle of Mentoring and Coaching
- Date Published:
- Journal Name:
- Chronicle of Mentoring & Coaching
- Volume:
- 9
- Issue:
- 1
- ISSN:
- 2372-9848
- Page Range / eLocation ID:
- 15 to 20
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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