Particularly in STEM disciplines, the engagement, retention, and graduation rates of students from historically marginalized groups still lag behind that of students from the majority population. Federal agencies, including the NIH, have over the past decades launched projects and supported programs to increase the diversity of the STEM workforce. While some efforts have been successful in preparing students for careers in the biomedical sciences, huge disparities persist in virtually all disciplines. This presentation highlights efforts of a faculty member at an urban, primarily undergraduate institution to facilitate the inclusion of students from historically marginalized groups in the scientific enterprise through individually crafted undergraduate research experiences in synthetic and medicinal chemistry. Aspects of each experience include intrusive mentoring, well-defined research projects tailored to the knowledge, skills, and perceived career goals of each student. Over a period of seven years, 13 students who were supported through the ReBUILDetroit Scholars program (National Institutes of Health Common Fund and Office of Scientific Workforce Diversity RL5GM118981, TL4GM118983, 1UL1GM118982) were trained alongside 27 students not affiliated with this program. This presentation will highlight lessons learned and anecdotal evidence supporting the use of multiple interventions that lead to the progression of students from minoritized groups through the undergraduate experience to advanced degrees in the biomedical sciences. In addition, the impact of intrusively mentoring, sponsoring, and advocating for underrepresented students on the mentor will be discussed.

Mentoring minoritized students in chemistry

Fall 2022 abstracts, posters, and presentations will launch in mid-September.

ACS Fall 2022

The official archive and repository for all ACS Meetings & Expositions abstracts and select posters or presentations.