3.1 Mentoring Women, Racial/Ethnic Minorities, and First-Generation College and Low-Income Students

Research has identified mentoring as a best practice for minority students (Kosoko-Lasaki et al., 2006). Mentored minority students consistently have higher levels of:

• Academic integration;
• Cultural affinity;
• Encouragement;

• Retention;

• Institutional commitment; and
• Satisfaction with faculty.

To be a successful mentor, it is not necessary to share the same gender or even come from the same cultural background as the mentee. However, it is imperative that the faculty mentor is aware of and sensitive to the cultural background and challenges faced by the mentee. Culturally, Hispanic students often experience pressure from their communities and families to observe and retain their customs and language. At the same time, acculturation and adaptation to higher education are needed for success, which mentorship can help support (Torres & Hernandez, 2005). Many minority and female undergraduates are first-generation students (the first in their families to attend college) and low-income. Therefore, they may have fewer expectations, less guidance, limited information, and fewer socioeconomic means than their non-minority counterparts. The mentor must be cognizant of these factors to effectively prepare and work with the mentee.