The role of holistic support for historically marginalized students in STEM: reflection from an urban research institution, 2010–2025

Introduction The persistent underrepresentation of historically excluded groups in science, technology, engineering, and mathematics (STEM) remains a critical challenge in U.S. higher education. High attrition rates among underrepresented minority (URM) students point to the need for comprehensive, persistence-focused interventions that extend beyond academic remediation to address structural and cultural barriers within STEM pathways. Methods This article highlights the STEM-Inspire Program at the University of Wisconsin-Milwaukee, a nearly 15-year initiative designed to support URM student persistence and success in STEM. The program employs a holistic, student-centered advising model that integrates personal, social, cultural, and career dimensions of student development. STEM-Inspire emphasizes cohort-based learning, sustained faculty and peer mentorship, and year-round engagement through co-curricular activities, professional development, research experiences, internships, and leadership opportunities. Results Findings indicate improved recruitment, retention, and graduation outcomes among participating students. The integration of faculty and peer mentorship, combined with consistent academic and social support, is associated with increased student engagement and persistence along STEM degree pathways. Discussion These results highlight the importance of extending intentional support, culturally responsive support beyond the classroom. Practices such as holistic advising, active learning, culturally responsive pedagogy, and access to academic and mental health resources collectively help students navigate systemic barriers, strengthen confidence, and foster a sense of belonging within STEM environments.