We comment on several major factors that contribute to the underrepresentation of specific groups (i.e. racial and ethnic minorities) in Science Technology Engineering and Mathematics (STEM) educational programs, particularly at the advanced graduate levels. Recognition of the structural inequalities that create and reinforce these disparities leads to suggestions for immediate improvements that in many cases can lead to progress, particularly at the point of personal interaction with potential STEM recruits. A crucial factor in recruitment and retention is students' perception of their own suitability and eligibility. We argue that STEM faculty members, regardless of their ethnic background, are the messengers of this eligibility. Using our method, we were able to substantially increase the number of applications and awards from 2012 to 2014 for racial and ethnic minorities.