ABSTRACT
For a mentoring relationship to exist, it must first be predicated on an interpersonal relationship. While the advent of new technology allows for not only an innovative, but also a dispersive means of information distribution, there is an important distinction between interactive mentoring and information-delivery instructing that necessarily requires actual interaction regardless of the communication channel. Although there are many organizations that focus on formal mentoring programs, these often focus on mentoring for school-age children. While mentoring at the pre-college level is essential for growth, development, and college preparation, there also needs to be a similarly systemic focus on the needs of college men as they transition from childhood to adulthood, particularly since that transition often occurs within the university context. Indeed, small incremental steps towards opinion change are often the most successful, particularly when accomplished within the context of a preexisting relationship with mutual respect and understanding.
