Persistent disparities in STEM participation continue to limit the aspirations and educational trajectories of students from underrepresented communities across the world. Despite broad efforts, barriers such as inequity, limited exposure, and perceived inaccessibility persist, particularly among pre-college youth. In Puerto Rico, these challenges are exacerbated by educational austerity measures, climate vulnerabilities, and limited collaboration between schools and research institutions, heightening the urgency for impactful, equity-driven interventions.

This paper describes a collaborative effort between the Center for University Access (CUA) and the Center for Advanced Radio Sciences and Engineering (CARSE) at the University of Puerto Rico Mayagüez. The intervention provided 26 middle and high school students from underrepresented backgrounds with mentored, hands-on exposure to scientific research. Participants engaged in an atmospheric science experiment that involved launching and tracking a radiosonde balloon, followed by discussions on its application in weather modeling and prediction. Students assumed professional roles during the activity, an approach designed to demystify scientific work and emphasize its relevance to local and personal contexts. The experience fostered a deeper understanding of how scientific tools and data are used to manage information that directly affects their communities and lives.

The intervention was grounded in three intersecting theoretical models: Social Cognitive Career Theory, Possible Selves Theory, and Situated Learning. The central hypothesis proposed that authentic participation, combined with mentorship and contextual framing, would improve students’ familiarity with STEM, increase their perceived relevance, raise aspirations toward STEM careers, and shift perceptions of access to higher education.

A mixed-methods design was used to evaluate the intervention impact. Quantitative data, gathered through pre- and post-intervention questionnaires, showed statistically significant gains in students’ familiarity with scientific practices and aspirations for future STEM study. Qualitative data—collected through open-ended survey items and follow-up interviews—offered richer insights into students’ evolving views of science and self. Participants described experiences of discovery, confidence, and renewed interest. Many shared that the activity changed their perception of STEM and made them feel “part of a real science team.” These affective and identity shifts extended beyond measurable academic outcomes.

By integrating statistical and narrative analysis, this study contributes to equity-focused STEM education research. It underscores the value of hands-on scientific engagement, near-peer mentorship, and locally meaningful learning environments in transforming students’ relationships with STEM and their sense of belonging within it.

The article begins with an analysis of global and local challenges in STEM access, followed by a description of the conceptual framework shaping the intervention. It presents the collaborative CUA-CARSE model, methods, participants’ roles, and details of the mixed-methods approach. Findings, presented through an integrated lens, discuss theoretical insights and practical implications. Its conclusion identifies future directions to implement similar outreach models that humanize science education and reimagine inclusion through students’ voices and experiences.

Keywords: Inclusive learning, College Access, STEM Education.