Community cultural wealth (CCW) theory postulates that sources of capital outside of monetary capital such as navigational, social, and familial capital can be beneficial in navigating institutions for underrepresented communities within larger power structures. In an academic sphere, an undergraduate student with high CCW might have a parent or sibling in STEM, whereas a student with low CCW might be the first in their family to attend college. Students with higher cultural capital as measured by familiarity with "rules of research" have been demonstrated to have greater success securing STEM undergraduate research positions. One method that has been previously assessed as effective in increasing these sources of capital and communicating the hidden curriculum instrumental to educational and career progression within an academic sphere is mentorship. In an academic context, deliberate pairing of new students (low capital) with established mentors (high capital) initiates the flow of community wealth downstream, providing a clear path to increase access to continuing higher education.