Bridging Gaps in STEMM Education: The Role of Culturally Responsive Pedagogy and Mentorship in Preparing Future Teachers

ABSTRACT A Summer Research Program (SRP) at a large public university in the southern United States prepares undergraduate STEM majors to engage with high school students from underrepresented backgrounds. Grounded in culturally responsive pedagogy (CRP) and layered mentorship, SRP fosters inclusive teaching practices and professional growth among future educators. Although CRP affirms students' cultural identities and layered mentorship provides multi‐level support, little is known about how these frameworks function together in STEM teacher preparation. This study addresses that gap by examining the perspectives of program alumni now working as in‐service teachers. The 6‐week SRP brought together medical students, undergraduate preservice teachers, and high school students for professional development, teaching, and research. Participants engaged in training and mentorship aimed at building culturally affirming learning environments and cultivating authentic student–teacher relationships. Using program evaluation surveys and semi‐structured interviews, the study examined: (1) how participation influenced teachers' professional growth, and (2) which CRP‐aligned practices they now use in classrooms. By the program's conclusion, preservice teachers demonstrated increased confidence in applying CRP principles in instruction and daily interactions. The layered mentorship model emerged as a key feature, promoting community, shared leadership, and mutual learning. Findings indicate that integrating CRP with layered mentorship enhanced participants' confidence in teaching culturally diverse learners, deepened their professional identities, and encouraged sustained collaboration with peers and mentors. Scientifically, this study extends research on CRP and layered mentorship by showing how the two frameworks function together in STEM teacher preparation and identifying classroom practices carried forward after program completion.