Supports for College Access of Underrepresented Students: Mentor-Mentee Relationship Quality

• In Event: AERA Roundtable Session Friday 8:00 am Four Seasons Ballroom 4
  In Roundtable Session: Urban Education Resilience: Exploring Teacher Autonomy, Trauma Support, and College Access for Underrepresented Students (Table 1)

Abstract

Aspirational peer mentoring has potential for improving college access for minoritized students. We examined the perceptions of high school mentees involved in a mentoring program for first generation college students (N=18) related to relational and instrumental benefits of mentoring. Quantitative results identified high levels of instrumental benefit and relatively high levels of relational quality in the mentor relationship. Qualitative results from mentee interviews revealed facilitators and barriers to closeness within the relational dimension of mentoring quality. The facilitating actions included commonalities, social media connections, and sibling-like bonds. The barriers were limited bonding time, balancing other commitments, and differing communication styles. Facilitating actions were having an open disposition and engaging in college life as key to maximizing instrumental benefits of mentoring.

Authors

• Deborah A. Perez, University of Miami

• Wendy Morrison-Cavendish, University of Miami

• Kayla Larkin, University of Memphis