References

Students are more likely to persist and graduate in settings that provide academic, social, and personal support. Support may be provided in structured forms such as in summer bridge programs [and] mentor programs. (Tinto 2003)
After one year of mentoring by faculty, students with mentors have higher GPAs and are more likely to stay in college compared to students who do not have mentors. (Campbell and Campbell 1997)
Mentoring increased students’ GPA, mentored students failed fewer courses, and mentored students were much more likely to be in good academic standing after one year of college than non-mentored students (88.5% vs. 57.1%). (Salinitri 2005)
Mentored first year students are significantly more likely to return to college for a second year. (Terenzini, Pascarella, and Blimling 1996)
Having a mentor in college helps students with identity formation, coping skills, stress reduction, and persistence to graduation. (Bordes and Arredondo 2005)
Mentored minority college students are twice as likely to persist as non-mentored minority students. They also have higher GPAs than non—mentored students. (Crisp and Cruz 2009)
Formal and informal mentoring programs are conducive to the transition, retention, and success of minority students in higher education. • Students who participate are much more satisfied with their college experience than those who did not participate in mentoring programs. • Establishing multiple levels of mentoring programs——faculty, peers, staff, and administrators——is important in providing success mechanisms for minority students. (Pope 2002)
Having a mentor in college helps students with identity formation, coping skills, stress reduction, and persistence to graduation. (Bordes and Arredondo 2005)

Bordes, Veronica, and Patricia Arredondo. 2005. “Mentoring and 1st-Year Latina/O College Students.” Journal of Hispanic Higher Education 4 (2): 114–33.

Campbell, Toni A., and David E. Campbell. 1997. “Faculty/Student Mentor Program: Effects on Academic Performance and Retention.” Research in Higher Education 38 (6): 727–42.

Crisp, Gloria, and Irene Cruz. 2009. “Mentoring College Students: A Critical Review of the Literature Between 1990 and 2007.” Research in Higher Education 50 (6): 525–45.

Pope, Myron L. 2002. “Community College Mentoring: Minority Student Perception.” Community College Review 30 (3): 31–45.

Salinitri, Geri. 2005. “The Effects of Formal Mentoring on the Retention Rates for First-Year, Low Achieving Students.” Canadian Journal of Education/Revue Canadienne de L’education, 853–73.

Terenzini, Patrick T., Ernest T. Pascarella, and Gregory S. Blimling. 1996. “Students’ Out-of-Class Experiences and Their Influence on Learning and Cognitive Development: A Literature Review.” Journal of College Student Development.

Tinto, V. 2003. “Promoting Retention Through Classroom Practice.” In Enhancing Student Retention, Using International Policy and Practice Conference, Amsterdam.

References

Tinto, V. 2003. “Promoting Retention Through Classroom Practice.” In Enhancing Student Retention, Using International Policy and Practice Conference, Amsterdam.

Campbell, Toni A., and David E. Campbell. 1997. “Faculty/Student Mentor Program: Effects on Academic Performance and Retention.” Research in Higher Education 38 (6): 727–42.

Bordes, Veronica, and Patricia Arredondo. 2005. “Mentoring and 1st-Year Latina/O College Students.” Journal of Hispanic Higher Education 4 (2): 114–33.

Crisp, Gloria, and Irene Cruz. 2009. “Mentoring College Students: A Critical Review of the Literature Between 1990 and 2007.” Research in Higher Education 50 (6): 525–45.

Pope, Myron L. 2002. “Community College Mentoring: Minority Student Perception.” Community College Review 30 (3): 31–45.