The Science Behind the Spark

Representation isn’t symbolic—it’s structural. It rewires how young people see themselves in the world and what they believe they can become. That's the spark. Research across disciplines shows that seeing someone who looks like you in a position of power or expertise can change your academic trajectory, professional identity, and overall sense of belonging.

Why Role Models Matter (Especially for Us)

Role model theory—first widely described by Lockwood (2006)—proposes that individuals are more likely to pursue a goal if they see someone who has achieved it and shares aspects of their identity. This is especially true for individuals from historically excluded or underrepresented groups.

When students of color encounter mentors who reflect their own racial, cultural, or socioeconomic backgrounds, their internal dialogue shifts from “Is this for me?” to “This is already mine.”

And the impact? It’s measurable. Studies show that:

• URiM students with visible role models demonstrate increased persistence in pre-med pathways (Estrada et al., 2011)

• Representation is directly linked to reduced stereotype threat and increased academic self-efficacy (Zirkel, 2002)

• Even brief exposure to identity-congruent mentors boosts performance and resilience under stress (Murphy et al., 2007)

In other words, the moment of seeing someone like you in the white coat doesn’t just feel good—it builds cognitive fuel for long-term success.

Not Just Any Role Model Will Do

Here’s what the data also shows: role models don’t need to be “perfect” to be powerful. In fact, authenticity often matters more. Students resonate with mentors who share their struggles—those who are willing to say, “Yes, I got here… but let me tell you what it took.” Vulnerability fosters connection. And connection fosters confidence.

That’s why at D.O.C.C., our mentors show up as their full selves—braids, accents, cultural pride, lived experiences and all. Because when students see someone thriving and real, the spark becomes something bigger: a plan.

The Call

You might think one classroom visit or virtual panel doesn’t make much difference. But the science says otherwise. Even a single point of representation can alter a student’s career identity, persistence, and belief in themselves.

So don’t wait until you feel “established.” If you’ve made it through one step in this journey, you’ve got something to offer. Be the spark.

Speak up. Sign up. Show up.

Estrada, M., Woodcock, A., Hernandez, P. R., & Schultz, P. W. (2011). Toward a model of social influence that explains minority student integration into the scientific community. Journal of Educational Psychology, 103(1), 206–222.

Lockwood, P. (2006). "Someone like me can be successful": Do college students need same-gender role models? Psychology of Women Quarterly, 30(1), 36–46.

Murphy, M. C., Steele, C. M., & Gross, J. J. (2007). Signaling threat: How situational cues affect women in math, science, and engineering settings. Psychological Science, 18(10), 879–885.

Zirkel, S. (2002). Is there a place for me? Role models and academic identity among White students and students of color. Teachers College Record, 104(2), 357–376.