How the McNair Scholars Program shapes futures at the University of Arizona   

At the University of Arizona, a unique chain of mentorship is unfolding. Dr. Genesis Arizmendi, an assistant professor in the Department of Speech, Language, and Hearing Sciences and the 2025 McNair Mentor of the Year, guided Melissa Romero as an undergraduate.  

Now, Romero, a graduate student, mentors Fernanda Delgado, a current McNair scholar. This three generation pipeline illustrates the lasting impact of the Ronald E. McNair Scholars Program. It is a cycle of membership that not only connects across generations but also empowers first generation and underrepresented scholars to find belonging and academic success.  

Transforming futures  

Housed within the Undergraduate Research Opportunities Consortium at the U of A, the federally funded TRiO McNair Scholars Program is designed to empower first generation, low-income, and unrepresented students to pursue graduate school. Through transformative mentorship and academic support the program guides scholars along a two year journey – from learning research design to conducting independent projects, presenting findings, and preparing graduate applications.  

Scholars benefit from fee waivers for graduate applications, 13 units of upper-division credit, $5,000 stipends, and opportunities to present at national conferences. Beyond resources the program builds confidence, networks, and community which have been the foundations of lasting success for some scholars.  

Mentorship in action  

Arizmendi, who now mentors multiple students through McNair, sees the program as more than just an academic steppingstone. 

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“What really stands out to me about McNair scholars is their resilience and persistence,” Arizmendi said. “This is the kind of drive that I personally recognize, and that comes from knowing what it means to navigate spaces that weren’t necessarily built for you. Many of these students are first-generation, bilingual, and deeply connected to their families and communities. Their experiences reflect both the progress and the gaps that still exist in education. When mentorship, belonging, and opportunity line up, you can see how powerful the system can be.” 

During her second year as an assistant professor, one of her new lab members asked her if she would be willing to be her mentor for McNair, and the rest is history. 

“Mentoring McNair scholars continually reshapes how I understand leadership,” Arizmendi said. “It reminds me that leadership in academia isn’t defined by hierarchy. It’s about being present, listening to students, and advocating for what they need. Working with McNair students has made me more intentional about representation and more deliberate in creating spaces where students can see themselves as active producers of knowledge." 

Coming full circle: Melissa Romero’s story  

As a first-generation college student from Tucson, Melissa Romero joined Dr. Arizmendi’s Bilingualism and the Brain in Education and Language Lab without prior research experience and was unsure of her path after graduation. 

“From the beginning, I saw how Dr. Arizmendi cultivated a supportive and collaborative environment,” Romero said. “She was deeply involved with her students, curious about our goals, and intentional in how she challenged our thinking. McNair gave me tools and motivation to get to graduate school, and Dr. Arizmendi gave me guidance to reach that goal.” 

Through McNair, Romero gained hands-on research experience in bilingualism, presented at conferences, and discovered how mentorship could be rooted in care and culture. 

Now a graduate teaching assistant and McNair mentor herself, Romero helps students like Delgado craft graduate applications, develop research projects, and envision futures that once felt out of reach. 

“It’s so rewarding to see students’ stories come to life — to see their stories reflect who they are and what amazing researchers they’re becoming,” Romero said. “Supporting students from my own community feels deeply personal. I care about opening doors for other first-generation, Mexican-American students to enter the spaces I’ve been fortunate to access.” 

Finding direction: Fernanda Delgado’s journey  

Her recent research presentation, “Creating Emotionally Protective Experiences for First-Generation Hispanic High School Students Entering Higher Education Environments,” reflects her commitment to building belonging for others.  

The study evaluated the impact of culturally responsive campus visits designed to reduce impostor-related self-doubt and promote a sense of safety and comfort among first-generation Hispanic students considering the University of Arizona. Delgado’s findings show that intentional inclusion of culturally relevant elements, such as exposure to campus resource centers and representation from diverse mentors, can help students feel more connected and supported. 

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That focus on culturally responsive mentorship mirrors the program’s own philosophy. Delgado said she hopes her work will encourage higher education institutions to adopt practices that help students from underrepresented backgrounds not only access college, but thrive once they arrive. 

Challenges and advocacy  

While the program continues to transform students’ lives, McNair is also facing uncertainty as federal funding for the program is under review. 

National advocates, including the Council for Opportunity in Education, attest to the importance and value of the program. At the U of A, the stories of Arizmendi, Romero, and Delgado demonstrate its enduring legacy. Through mentorship, academic guidance, and personal support, McNair is creating scholars equipped to pursue graduate school and become leaders in their fields. 

The three-generation pipeline at the U of A is proof that mentorship can transform not just careers but entire communities. 

To learn more about the McNair Scholarship Program, click here.