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<p>Aspirational peer mentoring has potential for improving college access for minoritized students. In this mixed methods study, we examined the perceptions of high school mentees involved in an aspirational peer mentoring program for first generation college students (N = 18) related to relational and instrumental mentoring match quality. Quantitative results identified mentee perceptions of 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 finding commonalities, connecting through social media, and developing sibling-like bonds. The barriers were limited bonding time, challenges balancing other commitments, and differing communication styles. Mentees also identified facilitators of having an open disposition and engaging in college life as key to maximizing instrumental benefits of mentoring.</p>

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

  • 期刊论文

  • 发表日期：

    2026年1月28日

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  • Wendy Cavendish,
  • Deborah Perez,
  • Kayla Larkin

摘要

Aspirational peer mentoring has potential for improving college access for minoritized students. In this mixed methods study, we examined the perceptions of high school mentees involved in an aspirational peer mentoring program for first generation college students (N = 18) related to relational and instrumental mentoring match quality. Quantitative results identified mentee perceptions of 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 finding commonalities, connecting through social media, and developing sibling-like bonds. The barriers were limited bonding time, challenges balancing other commitments, and differing communication styles. Mentees also identified facilitators of having an open disposition and engaging in college life as key to maximizing instrumental benefits of mentoring.