Why Mentoring Matters: African-American Students and the Transition to College
AbstractAt the postsecondary level, the process of mentoring involves academic guidance and social support. The purpose of this study was to explore how first-year African-American students experienced a year-long mentoring program at a mid-sized liberal arts college. Fifty-eight undergraduate African-American students were surveyed at the conclusion of the mentoring program. Findings revealed the majority of students regarded the mentoring program as worthwhile and a positive part of their transition to college. Some first-year students who were paired with older students had a mixed experience. Implications for mentoring programs using a combination of faculty, staff, and upperclassmen mentors are discussed.
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