Culturally Congruent Mentoring: Predicting Asian American Student Participation Using the Theory of Reasoned Action1


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    We would like to thank Darius K-S Chan, Inga James, and Justin Menkes for their comments on an earlier version of this paper.

Correspondence concerning this article should be addressed to Chong Y. Kim, School of Behavioral and Organizational Sciences, Claremont Graduate University, 123 East Eighth Street, Claremont, CA 91711. e-mail:


Predictors of Asian American first-year college students’ intention to participate in a culturally congruent mentoring program was empirically documented using Ajzen and Fishbein's (1980) theory of reasoned action (TRA). Intention to participate was predicted by the belief that participation eases transition to college. Also, attitude toward participation was positively related to students’ beliefs that participation will strengthen ethnic identity and combat model-minority myth. With 78% of students who intended to participate, results suggest that Asian American college students need programming that addresses issues as first-year college students and those related to their cultural experience. The use of the TRA to better understand issues related to peer mentoring is illuminated. Wider implications for implementing culturally congruent mentoring programs in educational settings are discussed.