This qualitative study examines the influence of mentoring programs in science and engineering on African American and Latinx men's scientific identity at a Northern California public research institution. Using inquiry derived from Harper's (2010) anti-deficit achievement framework and Rendon (1994)'s validation theory, this study sought to explore the factors that contribute to the role that mentoring programs play in fostering both a student's sense of belonging within the scientific community and their scientific identity. Coding of the eight semi-structured interviews revealed three key themes: 1) positive mentorship engagement experiences, 2) a sense of belonging, 3) increased sense of scientific identity. Findings indicated that this student population benefited from the positive sustained mentor-student interaction, thereby increasing their sense of belonging within the scientific community and cultivating a scientific identity. [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://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]