A Qualitative Examination of Mentoring Practices for First-Generation, Low-Income STEM Students Through a Critical Intersectionality Lens

This study examines the mentoring experiences of first-generation, low-income, and underrepresented students in STEM through the lens of Critical Intersectional Mentoring (CIM). Drawing on testimonios from McNair Scholars, this study identifies the systemic barriers and power dynamics that shape mentoring relationships and limit academic success. Traditional mentorship models often ignore intersecting identities, leading to experiences of marginalization, mentor absenteeism, and cultural disconnection. The CIM framework integrates Critical Race Theory, Intersectionality, and Culturally Responsive Pedagogy to reframe mentoring as a social justice practice grounded in equity, empowerment, and relational trust. Using qualitative content analysis of pláticas, the study uncovers three key themes: (1) power dynamics and intersectional identities, (2) systemic racism in institutional practices, and (3) effective mentoring practices. The findings reveal that students thrive when mentorship affirms their identities, fosters collaboration, and centers lived experiences. The study offers practical recommendations for faculty and institutions to embed equity-centered mentoring into STEM structures through inclusive training, culturally responsive pedagogy, and institutional accountability. By institutionalizing CIM principles, universities can shift from performative inclusion to transformative equity, increasing retention, belonging, and success for historically excluded students in STEM.