The prevailing narrative in STEM — science, technology, engineering, and mathematics — suggests that success is a direct outcome of knowledge, skill, and ambition, and that talent and hard work naturally lead to recognition and advancement (Leibnitz et al., 2022). However, this idealized perception often overlooks structural barriers, biases, and systemic inequities that disproportionately affect women and underrepresented minorities (Smith et al., 2021). Women, especially those from historically excluded groups, face stereotyping, discrimination, and isolation throughout their STEM journey, from early education to professional careers (McGee, 2020).
Statistics underscore these challenges: About 52% of women qualified in STEM leave the field midcareer (Harvard Business Review, 2014) and, approximately half of the women who begin a STEM degree either switch to non-STEM fields or drop out altogether (American Association of University Women, 2015). Persistent trends stress the ongoing challenges contributing to lower retention rates, highlighting barriers to retention and emphasizing the urgent need for increased engagement and support for women in STEM careers (Leibnitz et al., 2022; Bilimoria et al., 2014).
Research finds that when professional societies focus on members’ experiences and implement person-centered strategies that consider participants’ diverse backgrounds and identities, STEM retention rates improve (Campbell-Montalvo et., 2022). To better understand how organizations can effectively recruit and retain students from minority-serving institutions, or MSIs, the Society of Women Engineers studied the strategies that are used to promote recruitment, engagement, and retention of its student members attending MSIs. The results of this research may be useful in guiding any organization that wants to increase its engagement with students from MSIs, including companies, other membership organizations, and educational institutions.
About STEM societies
Professional STEM societies such as SWE play a pivotal role in driving systemic change. Positioned between academia and industry, these societies serve as key facilitators of reform, shaping disciplinary culture and expanding access to mentorship and networking opportunities. They also advocate for policies that promote gender equity in engineering education and careers. Academic literature defines STEM professional societies as multifaceted organizations that collaborate with various stakeholders to maximize the participation of diverse talent (Leibnitz et al., 2022).
About MSIs
MSIs include several types of educational institutions. Many historically Black colleges and universities, known as HBCUs, were established before 1964 with the primary mission of serving Black students, as recognized under the Higher Education Act of 1965. Tribal colleges and universities receive federal funding under the Tribally Controlled Colleges and Universities Assistance Act of 1978, supporting Native American students with culturally relevant education and resources. Hispanic-serving institutions are designated as such when at least 25% of undergraduate students identify as Hispanic, making them eligible for Title V federal grants that enhance student success programs.
Similarly, Asian American and Native American Pacific Islander-serving institutions must meet federal criteria, including at least 10% of their student population identifying as Asian American or Pacific Islander, and qualify for funding under Title III and Title V programs.
While the Higher Education Act of 1965 initially provided support for HBCUs, subsequent amendments and policies expanded federal recognition and funding to other MSIs. Research indicates that these institutions play a critical role in promoting educational equity and increasing opportunities for historically underrepresented students in higher education (Johnson, 2023; Nguyen et al., 2023).
THE CASE STUDY
SWE’s study draws on qualitative focus group and interview data collected from MSI students, SWE staff, and SWE recruitment leaders to examine effective recruitment and retention strategies. It addresses two overarching questions:
• What are the most effective strategies for recruiting and retaining MSI students in STEM professional societies?
• How do key stakeholders tailor and implement these strategies to align with MSI students’ unique experiences, and what challenges do they face?
Participants were recruited through purposeful sampling to ensure representation of different MSI institutions and diverse student demographics. The study included 15 students from MSI institutions and four key stakeholders who play significant roles in SWE’s recruitment and member engagement efforts.
Focus groups and interviews were semi-structured and featured open-ended questions to explore individual experiences and capture nuanced recruitment and retention experiences. Participant confidentiality was assured via outlining the study’s purpose, obtaining consent for recording and participation, providing follow-up contact, and allowing edits and omissions within two months — while adhering to ethical standards and privacy laws. Participant names were omitted from the findings to maintain anonymity. The research team recorded and transcribed all sessions using Zoom, with qualitative analysis conducted via Dedoose software. Thematic coding was used to identify key trends across transcripts.
FINDINGS
Students were asked about the supports and challenges that they experience that impact their involvement with STEM societies, particularly SWE. Those involved with SWE recruitment shared their perspectives on ways in which recruitment and engagement of MSI students could improve. These findings are the takeaways from these conversations.
CHALLENGES
Lack of awareness about financial opportunities
Some MSI students reported being unaware of available funding opportunities — such as travel grants and scholarships — noting that their universities did not always share this information. Financial limitations, in particular among smaller MSIs, appeared to influence students’ likelihood of participating in conferences and events and also played a role in whether MSI students remained engaged with STEM societies long-term.
“A lot of the conferences require travel, and for us, that often means going several states away. It’s just so far away, and without funding, it’s really inconvenient. Having financial support for travel or reimbursements would make a big difference.” — MSI student
“I didn’t even know there was financial support available. If I had known earlier, I would have participated more.” — MSI student
At the same time, while SWE has grant funds allocated to support the growth of MSI sections and affiliates, these resources often go unused. Despite promotional efforts and inclusion in member onboarding materials, there remains a lack of applications for these funds. This suggests that the issue may not solely be a lack of funding, but rather potential barriers related to awareness, accessibility, or understanding of how to use available resources.
“We have funding available to support the growth of MSI sections and affiliates. However, despite promoting grants in onboarding for new HBCU affiliates, we haven’t received applications. It’s meant to subsidize memberships and engagement activities — but no one is applying. So, there’s a disconnect somewhere.” — Recruitment stakeholder
Lack of access to STEM and STEM societies
During a focus group interview, some MSI students expressed a feeling of not reaching the access points for STEM programs due to deeply embedded structural and systemic barriers within education and society. Some students discussed how their schools often lacked support spaces to provide the same level of STEM exposure as well-established larger institutions.
“As an international student, it’s hard to find a job, and having more networking opportunities with employers would really help.” — MSI student
These findings highlight significant disparities that place MSI students at a greater disadvantage, particularly when applying for internships, research positions, and job opportunities. A stakeholder involved in outreach and engagement emphasized that students from underrepresented backgrounds often have fewer connections to industry professionals and limited opportunities for hands-on experience. This lack of access not only hinders their immediate academic and professional growth but also creates barriers to long-term retention in STEM societies, which serve as crucial pathways to career advancement.
“We usually see schools participating that are more traditional or schools that already have resources and infrastructure to support STEM. But what about the minority students in schools that lack those resources?” — Recruitment stakeholder
RECOMMENDATIONS
Keep MSI students engaged
For many MSI students, STEM societies provide more than just career opportunities — they offer a sense of belonging. Although academic resources and networking seem to be pivotal for recruitment, students emphasized that feeling connected and supported plays a major role in their decision to stay engaged. For instance, students reported that having access to alumni and professionals helps them better navigate their career paths with more confidence, particularly in male-dominated spaces in and outside of school.
“Establishing a stronger alumni network and providing more continuous support beyond just events would really help in achieving our career goals.” — MSI student
Some students were more likely to stay engaged when they felt directly connected to someone within the organization. Other students pointed out that mentorship from peers with similar backgrounds and lived experiences is one key factor that encourages them to remain engaged in SWE. Students reported often turning to friends and peers for advice when facing academic or professional challenges.
“My friends in SWE who had more experience were like unofficial mentors — helping me navigate STEM challenges.” — MSI student
“My mentor kind of grabbed me and encouraged me to go to our events … I ended up making a lot of new friends who I feel are really cool people.” — MSI student
One of the surprising takeaways from this study came from a stakeholder who focuses on outreach and engagement with college students and frequently interacts with MSI students. The interviewee reported seeing firsthand how positive networking and mentorship play a role in recruiting and retaining students. However, they also noted that while recruitment is often the easier part, long-term retention presents the greater challenge. They further stressed that retention efforts should go beyond mentorship. Students need to feel a genuine sense of belonging and inclusion. Even if they are interested in STEM societies, they may hesitate to remain engaged if they feel disconnected or out of place.
“That sense of belonging and inclusion is the primary factor … Even if you’re super interested in the mission, if you don’t feel like you belong … it’s hard to stay enthusiastic about being active.” — Recruitment stakeholder
Create personalized communication and engagement
A one-size-fits-all approach to recruitment is not enough. Personalized communication is key for sustained engagement. Each stakeholder interviewed emphasized the importance of direct, one-on-one interactions with MSI students, as this method has been particularly successful in helping students feel valued and achieve more meaningful connections to the organization.
“We’ve been more successful when we’ve had one-to-one communication … [when] the organization is able to do more focused communication [and] follow-up throughout the process to engage students and section leaders from MSIs.” — Recruitment stakeholder
A simple check-in from a mentor or leader, a personal invitation to an event, or direct encouragement to take on leadership roles are proactive approaches that can help create meaningful connections that support student engagement.
Sustain engagement beyond recruitment
Recruiting MSI students is the first step. Keeping them engaged requires ongoing support, interactions, structured follow-ups, and building a strong sense of community. Without these, students may struggle to stay connected and eventually disengage. A major challenge expressed by stakeholders is that participation often drops off after the first engagement, not because students lack interest but because they don’t receive clear next steps or feel personally connected to the organization.
“Once they get on-site [at an event], if they’re not there with a group, they feel lost … so we’ve started finding more ways to increase that sense of community.” — Recruitment stakeholder
In addition, interviewees reported feeling disconnected after attending a conference or event, especially if they did not have an established network or familiar faces around them. This response suggests that without structured follow-ups, initial excitement fades, and students may not know how to continue their involvement after attending an event.
Some MSI students reported feeling seen and empowered within society spaces, yet they were disconnected and unheard outside of them. For example, one student reported that professional societies provide temporary boosts of confidence through events, mentorship programs, and networking opportunities, yet the student struggled to carry that sense of belonging beyond these structured experiences.
“Within the events and conferences, you feel seen, heard, and represented. You feel confident enough to share your ideas, speak up, and take space. But the moment you leave, that feeling fades. It’s like a short boost of confidence — once you step out, it’s gone.” — MSI student
These experiences highlight the need for sustained engagement beyond individual events. Without ongoing mentorship, structured leadership opportunities, and direct integration into professional networks, the impact of these initiatives is short-lived. Therefore, long-term support systems, leadership pathways, and continuous access to resources — before and after an event — are critical for recruitment and long-term engagement and retention in societies.
CONCLUSIONS
One thing is clear across all levels of stakeholder engagement with MSI students: stakeholders, regardless of their role within SWE, agree that ensuring students have access to the resources they need to succeed is important for both recruitment and retention.
Some stakeholders pointed out that recruitment should not be about competition — who can do the job better or who can recruit the most members. Instead, it should be about working together toward a common goal. Rather than working in silos, STEM societies, affinity groups, and universities must collaborate, making sure students don’t just join an organization for a semester or attend a single event, but stay engaged and supported for the long haul.
“One of the most effective ways to retain students is not just to have them attend an event, but also to make them part of the solution. Empowering students by bringing them together and giving them leadership roles within initiatives leads to greater growth and engagement.” — Recruitment stakeholder
These collective findings reveal that true retention and recruitment come when students are empowered to take ownership of their journeys. It’s not enough to simply offer them a seat at the table. We must hand them the mic, provide leadership opportunities, and ensure they have a meaningful voice in shaping the future of STEM professional societies and other organizations.
When MSI students see themselves as members and changemakers, they become more invested, more confident, and more likely to uplift others along the way.
Read the full report at swe.org/research/.
References
Leibnitz, G. M. et al. (2022). Refining a DEI Assessment Tool for Use in Optimizing Professional STEM Societies for Gender Equity. Frontiers in Sociology, 7, 755372.
Smith, C. A. et al. (2021). Social Capital from Professional Engineering Organizations and the Persistence of Women and Underrepresented Minority Undergraduates. Frontiers in Sociology, 6, 671856.
McGee, E. O. (2021). Black, Brown, Bruised: How Racialized STEM Education Stifles Innovation. Harvard Education Press.
Hewlett, S. A. et al. (2014). Athena Factor 2.0: Accelerating Female Talent in Science, Engineering & Technology. Harvard Business Review.
Corbett, C., & Hill, C. (2020). Solving the Equation: The Variables for Women’s Success in Engineering and Computing. American Association of University Women.
Campbell-Montalvo, R. et al. (2022). “Now I’m not afraid:” The Influence of Identity-Focused STEM Professional Organizations on the Persistence of Sexual and Gender Minority Undergraduates in STEM. Frontiers in Education, 7, 780331.
Johnson, J. (2023). The Power of Partnerships with Minority-Serving Institutions. STEMconnector.
Nguyen, M. et al. (2023). The Higher Education Act of 1965: A Historical Perspective.
Nguyen, M. et al. (2023). Exploring the Impact of Higher Education Policies on Underrepresented Students.
