“Seeing someone like me succeed made me believe I could too!”: Evaluating the Big-Sib & Little-Sib Mentorship Program at Swarthmore College

This thesis evaluates the Bio Big Sib & Little Sib Mentorship Program in Swarthmore College’s Biology Department, a student-led initiative supporting racial/ethnic minority and first-generation, low-income (FLI) students. Launched in 2021, the program pairs upperclassmen with underclassmen to offer guidance, build community, and affirm student identity within a predominantly white, elite academic environment. Using a mixed-methods approach, combining qualitative interviews and survey data, this study examines the program’s effectiveness and long-term impact on student belonging, academic navigation, and identity development. Findings reveal that the program has become a vital support structure, helping participants access the “hidden curriculum” and fostering emotional and cultural validation. Mentorship was described as critical for developing confidence, navigating departmental expectations, and feeling a sense of belonging in STEM. Many mentees later became mentors, contributing to a sustaining cycle of support. However, the evaluation also identified challenges, including inconsistent engagement, the need for more inclusive programming, and limited institutional support. While student leadership has improved the program’s structure over time, participants emphasized that mentorship alone cannot replace the need for increased faculty diversity and broader systemic equity efforts. Positioned within the broader political landscape, including the 2023 Supreme Court ban on affirmative action, this thesis argues that peer mentorship programs can function as both practical interventions and acts of quiet resistance. The Bio Big Sib & Little Sib Program offers a replicable model for how student-led, culturally responsive mentorship can meaningfully transform departmental climate and promote equity in STEM education.