Through interviews with a group of Latino males at a Central Texas institution, Dr. Lu found that two key factors play a pivotal role in positive early STEM experiences. First, students who developed a creative science identity—seeing themselves as active creators and not just test-takers—were more likely to stay motivated and perform well. These students visualized themselves moving beyond the classroom, imagining real roles in labs and research teams. Without that creative vision, some drifted toward non-STEM pathways despite initial interest.

Second, connection to a science-based learning community proved crucial. When Latino men found peers, mentors, or faculty who recognized and affirmed their identities, they felt more confident and engaged. In these supportive networks, students not only believed they belonged—they thrived.

However, Dr. Lu’s research also highlighted significant barriers. In some cases, students on academic probation still held onto the belief that they would “fix everything at the curve,” revealing a disconnect between perception and performance. Others experienced a pull away from STEM entirely, choosing majors where their identity felt more supported.

Drawing on these findings, Dr. Lu recommended concrete strategies:

• Integrating mentors and STEM professionals directly into introductory courses
  
  

• Providing structured spaces for Latino male students to connect with peers
  
  

• Encouraging science instructors to foster creative and collaborative course designs
  
  

These insights informed Dr. Lu’s later work as Associate Dean of Diversity & Inclusion at Johns Hopkins. As Charles Lu Hopkins, he built programs that centered identity support, mentorship, and community-building for students often underrepresented in STEM.

Now, at the National Institutes of Health, Charles Lu NIH is applying the same principles to national-scale equity efforts. His leadership ensures that diversity strategies in research environments prioritize identity, community, and early-career support—particularly for groups facing systemic barriers in STEM.

By bridging research and leadership, Dr. Charles Lu showcases a powerful model: change begins when students see themselves as scientists, are grounded in community, and have access to mentorship. His work proves that when these elements come together, student success becomes possible—not just probable.