Despite ongoing efforts to diversify science, technology, engineering, and mathematics (STEM) fields, minority undergraduate women remain significantly underrepresented and underserved. Structural barriers, implicit bias, and lack of representation contribute to lower retention and graduation rates among these students (Ong, Smith, & Ko, 2018).

This research proposes a exploratory framework designed to improve goal directed performance among minority undergraduate women in STEM by integrating three core components:
(1) culturally responsive mentorship,
(2) experiential summer programs, and
(3) incentive-based academic support. Research has shown that structured mentorship enhances academic performance and fosters a sense of belonging among underrepresented students (Dennehy & Dasgupta, 2017).

Summer research and bridge programs provide critical exposure to STEM careers and improve self-efficacy and retention (Hurtado et al., 2009). In parallel, financial and recognition-based incentives have been linked to improved academic motivation and degree completion rates, particularly for students from marginalized backgrounds (Bettinger, 2004). Our model also draws on pedagogy to align support mechanisms with students' lived experiences and long-term aspirations (Paris & Alim, 2014). While this study is in its early stages, preliminary insights have been drawn from surveys capturing the academic and personal experiences of minority undergraduate women in STEM. Through qualitative and quantitative evaluation methods, this research will assess the impact of integrated mentorship, summer learning, and incentive frameworks on STEM persistence, academic performance, and identity development among a small group of minority undergraduate women. The ultimate goal is to inform scalable, intersectional strategies that support persistence and success for minority women in STEM.

Keywords: STEM education, minority women, mentorship, summer programs, academic incentives, equity in higher education.