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Educational inequity is widely prevalent in United States (U.S.) public schools and creates barriers to STEM education for underserved and underrepresented populations, including racial minority, low-income, and first-generation college students. Scientists at the Walter Reed Army Institute of Research (WRAIR) recognized the need in its community, the greater Washington, DC metropolitan area, to improve STEM education by increasing opportunities for STEM experiential learning. By 1995, WRAIR scientists began investigating how to bring science-enthusiastic but novice high school (HS) students into their laboratories where they could be mentored, along with providing a stipend to mitigate financial barriers; importantly, this process was funded by two Science Education Partnership Awards from 2001-2006. WRAIR’s Gains in the Education of Mathematics and Science (GEMS) program now guides local middle and HS students to take part in hands-on, inquiry-based STEM laboratory investigations led by undergraduate “near peer mentors” (NPMs), so named due to their close age to participants. GEMS is now sustained at 14 sites nationwide through the U.S. Army Educational Outreach Program. Recent evaluations of the program explore service to underrepresented groups in STEM and growth of the local program. Further evaluation of the nationwide programs reveals positive student feedback, especially regarding working with NPMs and hands-on learning.

Gains in the Education of Mathematics and Science: A Summer Program Designed to Address Systemic Inequities and Barriers to STEM Pathways