"Talent is equally distributed across all sociocultural groups; access and opportunity are not. This is particularly true in science, technology, engineering, mathematics, and medicine (STEMM) professions that are expected to grow a percent of the total workforce in the coming decades. The underrepresentation of marginalized groups in STEMM contexts is pervasive... But how can access and opportunity be facilitated within affirming environments in support of a STEMM talent development model for all? Mentorship is one catalytic factor to unleash individuals' potential for discovery, curiosity, and participation in STEMM and subsequently improve the training environment in which that STEMM potential is fostered"--Preface, pgs ix-x.

Electronic reproduction.

1. Introduction: Why does mentoring matter? -- 2. The science of mentoring relationships: what is mentorship? -- 3. Mentoring underrepresented students in STEMM: why do identities matter? -- 4. Mentorship structures: what forms does mentorship take? -- 5. Mentorship behaviors and education: how can effective mentorship develop? -- 6. Assessment and evaluation: what can be measured in mentorship, and how? -- 7. Individuals, relationships, and institutional responsibility: how can institutional culture better support mentorship? -- 8. Findings and recommendations -- References -- Appendixes -- A. Glossary -- B. A selection of STEMM intervention programs that include mentoring experiences -- C. Listening sessions and workshops information -- D. Committee and staff biographies.