A sense of belonging, purpose and fellowship is essential for satisfaction in any environment. According to Maslow’s hierarchy of needs, for instance, belonging is a fundamental step toward achieving self-actualization.1 Meaning, without a sense of fellowship, it’s difficult for people to reach their full potential.
Fellowship plays a crucial role in educational success, particularly for underrepresented groups like Black men.2,3 In particular, their representation in STEM fields remains critically low, underscoring the need for targeted fellowship and mentorship initiatives to improve overall healthcare outcomes.
Professional and Learning Representation
While Black male college enrollment rose from 25% in 2000 to 33% in 2018,4 it dropped by 14.3% during the pandemic.5 High school dropout rates for Black students (6.4%) also outpace those of white students (4.2%).4
While many socioeconomic factors contribute to the decline and disparities, one key factor is the scarcity of Black male role models in education.5 With 90% of U.S. teachers being white and predominantly women, many Black male students struggle to find relatable mentors.6 Mentorship from relatable figures is crucial in countering negative stereotypes and inspiring success in high school and beyond.
Professionally, Black people made up 9% of the STEM workforce from 2017-2019.7 In healthcare, there’s an even greater underrepresentation: 7.8% of nurses, 2.5% of physical therapists and 5% of physicians are Black.8
Increasing representation in these fields isn’t just about equity in employment; it’s crucial for improving healthcare outcomes within Black communities by building trust and addressing racial biases.9 Universities must foster diverse environments where students feel seen and supported, making recruitment efforts more authentic and impactful.10
Fellowship and Mentorship Program
To help address these disparities, Winston-Salem State University launched a mentorship and fellowship program for Black men in the fall of 2023.
The initiative involved current Black STEM students in recruitment efforts to inspire prospective students. That included undergraduate students sharing personal stories
of their own struggles and successes at recruitment events, offering younger students relatable role models. This experience not only benefited high schoolers but also helped undergraduates recognize their value as mentors.
As part of the initiative, faculty mentors, primarily Black men, worked closely with undergraduate students at these fairs. These faculty mentors—who worked in departments such as computer science, biology, exercise physiology, occupational therapy, math and medical laboratory science—each mentored two to three students, fostering discussions around personal challenges, achievements and advice for future students.
Built into the program were discussions among faculty and current students. Faculty openly shared their personal journeys, exchanged contact information and offered ongoing support, including the opportunity to meet one-on-one. Students used these opportunities to bond over shared experiences, backgrounds and interests—including the chance to connect over non-school related topics like sports and music.
One of the most heartwarming aspects was the way faculty and staff mentors bonded with and showed deep care for the students. There was an exchange of business cards, email addresses and cellphone numbers, leading to friendship and the chance to build a strong support network.
Another bright spot: Two graduate students from the physical therapy and occupational therapy programs took over as leaders of their group, providing students with a tour of their departments and general advice. Their leadership emphasized the importance of continuity and peer mentorship, laying the groundwork for future student leaders to carry the torch. And, in general, it was a gift for everyone to see the love and fellowship among students.
Moving Forward
Following a successful first year, the program is growing and expanding. Helping those efforts, the university received a grant from the Wake Forest School of Medicine to support the program last fall.
This academic year, some of the same students have returned to the program, with new students joining as well. With the original graduate leaders moving into their careers, some returning students have the chance to step into leadership roles.
Faculty continue to play a vital role, leading mini-tours, hosting heartfelt discussions and innovating new activities to keep the momentum alive.
No matter the size of the program, though, the effort demonstrates the transformative power of community. It proves that even small, intentional efforts can foster belonging, purpose and success for students who need it most. All it takes is one person to lead the group to help them find a sense of fellowship.
Acknowledgments
Community Collaborative, Wake Forest School of Medicine
Medical Laboratory Science Department, Winston-Salem State University
References:
1. Mcleod, S. “Maslow’s Hierarchy of Needs.” Simply Psychology. Retrieved from: simplypsychology.org/maslow.html
2. Melvin, T. “Fellowship Can Help Boost Mental and Physical Health.” Phi Kappa Phi Forum. 2024.
3. Hammond, R. “Finding Fellowship in Early Recovery: The Path to Healing.” Metric Addiction. 2023. Retrieved from: metricaddiction.com/post/finding-fellowship-in-early-recovery-the-path-to-healing
4. Institute of Education Sciences. “The Condition of Education 2020.” Retrieved from: nces.ed.gov/pubs2020/2020144.pdf
5.Graham, C. “Why is Black Male Enrollment in Decline?” Best Colleges. Retrieved from: bestcolleges.com/blog/black-male-enrollment
6. ASHE Higher Education Report. “Contextualizing the Experiences of Black Men in Society and Education: Setting the Foundation.” 2014, 1-25.
7. Temming, M. “STEM’s Racial, Ethnic and Gender Gaps Are Strikingly Large.” Science News. Retrieved from: sciencenews.org/article/science-technology-math-race-ethnicity-gender-diversity-gap
8. Berhane, M. “Why We Need More Black Health Professionals in the Workforce.” National Consumers League. Retrieved from: nclnet.org/black-health-professionals
9. Lewis, D. “Close Healthcare Gaps: Black Americans Need Black Healthcare Providers.” Visible Magazine. 2021. Retrieved from: visiblemagazine.com/close-healthcare-gaps-black-americans-need-black-healthcare-providers
10. Sharma, Y. “How Universities Can Achieve Inclusive Campus Diversity.” University World News. Retrieved from: universityworldnews.com/post. php?story=20190712071639621