Mentoring Mexican-American College Women: A Study of the Role of Race/Ethnicity in Shaping Mentoring Relationships and Experiences

Abstract

Research indicates that mentoring has a positive impact on one’s
career and educational trajectory and is noted as one of the most
critical resources for academic success. Specifically, mentoring
has been shown to be relevant for the career experiences and
advancement of individuals from particular groups, such as women
and members of marginalized racial and ethnic groups. Furthermore,
some studies also suggest that mentoring relationships,
in which mentors and mentees share similar attributes,
such as racial or ethnic identification, may contribute to more
positive mentoring experiences. But do such findings also apply
to the mentoring relationships and experiences of college students?
This qualitative study examines the mentoring relationships
and experiences of Mexican-American young college women.
Through in-depth interviews, this study explores if and how
shared racial/ethnic identification in a mentoring relationship
shapes the educational experiences of young Mexican American
women currently enrolled in college.