This study showcases stories of minority students participating in the Geopaths research program at California State University, Bakersfield. The study examined faculty mentorship and research activity variables to understand their influence on STEM recruitment and retention. Using a narrative analysis approach, the researcher documented the contextual aspects in which these variables affect student judgements and learning advances. Thirteen minority student participants were interviewed. Findings discovered fifteen categories that denote significant developments of influence and six greater themes of associations across participant stories. Findings revealed that faculty mentorship facilitates research learning, generates greater awareness of associated professions, and induces consideration of career trajectories for students. Equally, conducting research practice resulted in skill developments and mastery, the building of social associations among participants, and tangible understanding of oceanography-related research. The study reiterated previous research on the research engagement and student developments, adding explicit data on how these factors influence students. Conclusions include identifying the significant linkage between research activity and faculty mentorship, including an emphasis on using these two factors in tandem for future activities. Implications include prioritizing socialization-centered activities in constructing institutional means to support students. Recommendations include increasing research extracurricular activities alongside coursework and formalizing social events to increase participation, sustain interest, and provide ongoing assistance. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]