ABSTRACT
The implementation of mentoring program at colleges and universities is one of the most oft-studied concepts in higher education. With greater emphasis on inclusion and access, the opportunities available for students of color, women, and first-generation students are increasing greatly. The retention statistics that indicate student success, coupled with graduation statistics for men of color, paint a picture of both opportunity for change and need for improvement for underrepresented groups on college campuses, regardless of gender. Indeed, much research has looked at academic success and persistence through graduation for underrepresented groups in America, and has highlighted a variety of factors that influence student success. While research has highlighted the models of student retention in general, much research looking at retention and persistence of non-majority groups presents a bleak picture of the current state of affairs if institutions do not adapt to the needs of historically underrepresented groups.
