Abstract

Mentorship programs have emerged as a pivotal intervention in shaping high school students' interest and participation in STEM (Science, Technology, Engineering, and Mathematics) fields. This review paper explores the multifaceted impact of mentorship initiatives on students’ academic motivation, STEM identity formation, and long-term career trajectories. By synthesizing existing empirical studies and theoretical frameworks, the paper examines how mentor-mentee relationships influence students' confidence, academic performance, exposure to STEM careers, and access to role models. Particular attention is given to demographic factors such as gender, socioeconomic status, and race, which often intersect with mentorship outcomes. Additionally, the paper discusses the structural components of effective mentorship programs, including program duration, mentor background, and hands-on engagement strategies. The findings suggest that mentorship not only enhances students’ knowledge and aspirations in STEM but also mitigates systemic barriers to participation in these fields. The review concludes with recommendations for designing inclusive, sustainable, and scalable mentorship programs that can support equitable STEM education and workforce development.