This research was supported in part by the MBRS SCORE Program of the National Institutes of Health through grant S06 GM08101.
Processes and Outcomes of a Mentoring Program for Latino College Freshmen
Article first published online: 13 SEP 2011
© 2011 The Society for the Psychological Study of Social Issues
Journal of Social Issues
Volume 67, Issue 3, pages 599–621, September 2011
How to Cite
Phinney, J. S., Torres Campos, C. M., Padilla Kallemeyn, D. M. and Kim, C. (2011), Processes and Outcomes of a Mentoring Program for Latino College Freshmen. Journal of Social Issues, 67: 599–621. doi: 10.1111/j.1540-4560.2011.01716.x
- Issue published online: 13 SEP 2011
- Article first published online: 13 SEP 2011
The goals of this research program were to develop, implement, and evaluate a mentoring program for Latino college freshmen and to identify processes that account for the effects of the program. In two longitudinal studies, at-risk Latino freshmen (mentees) were mentored from fall to spring by upper division or graduate students from psychology and counseling majors and compared in the spring to an equivalent sample of nonmentored students (nonmentees). In both studies, mentees showed improvement in psychosocial factors that underlie academic performance. In the second study, mentees decreased in depression and stress and were less likely than nonmentees be classified as being at risk for poor academic outcomes. The amount of mentor–mentee contact and the quality of the relationship contributed to positive outcomes for mentees. Results suggest that mentors are of value in alleviating psychosocial risk factors. Selecting at-risk students and using experienced peers as mentors make the program cost effective.