Dylan Sullivan, Katherine Hoder, Michael Vittum, Rebecca Scheff, Yar Deng, Rebecca Matte, & Christin Monroe

The Art and Science of Mentoring, The Chronicle of Mentoring & Coaching, 9(1), 15-20 (2025).
https://doi.org/10.62935/z2474e

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Abstract

The increasing recognition of neurodiversity (ND) within science, technology, engineering and mathematics (STEM) fields has led to a growing demand for inclusive educational practices that support neurodivergent scholars. This paper explores the impact of mentorship, career counseling, and the use of strengths-based assessments, such as the Birkman® assessment, on the career readiness of neurodivergent students at Landmark College’s S-STEM program. Using social cognitive career theory (SCCT) as a framework, we analyze longitudinal data from program participants, highlighting an increase in internship participation and career confidence. Interviews with recent graduates reveal key challenges in the post-graduation transition period, the role of professional networks, and the importance of near-peer mentoring in career persistence. The study underscores the critical need for structured post-graduate support and proposes a near-peer mentorship model to facilitate career integration for neurodivergent STEM graduates. Findings contribute to the growing literature on ND inclusion in STEM and offer actionable insights for higher education institutions.

Keywords: neurodiversity, STEM, scholars, near-peer mentoring, career persistence