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What Would Your Ideal Graduate Mentoring Program Look Like?: Latina/o Student Success in Higher Education

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Title: What Would Your Ideal Graduate Mentoring Program Look Like?: Latina/o Student Success in Higher Education
Language: English
Authors: Mireles-Rios, Rebeca, Garcia, Nichole M.
Source: Journal of Latinos and Education. 2019 18(4):376-386.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 11
Publication Date: 2019
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Secondary Education
Descriptors: Graduate Study, Mentors, Hispanic American Students, Academic Achievement, Higher Education, Undergraduate Students, Graduate Students, School Holding Power, Academic Persistence, Research Universities, Workshops, Disproportionate Representation, Institutional Characteristics, Role Models, Majors (Students), College Preparation, College Transfer Students, First Generation College Students, Student Diversity
DOI: 10.1080/15348431.2018.1447937
ISSN: 1534-8431
Abstract: This study discusses how a diverse group of Latina/o undergraduate students perceive the ideal graduate-undergraduate mentoring program. Based on Latina/o undergraduate student voices from diverse majors and experiences, the results offer concrete solutions on how graduate student mentoring can play a pivotal role in increasing and enhancing Latina/o undergraduate students' persistence at a research university. Major themes include graduate students being relatable role models who understand and can relate to first-generation college students' life experiences and help them navigate the university. Few studies have focused on student perspectives of those attending HSIs at research institutions.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1229229
Database: ERIC
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  Value: <anid>AN0138734490;hd001oct.19;2019Sep23.06:38;v2.2.500</anid> <title id="AN0138734490-1">What would your ideal graduate mentoring program look like?: Latina/o student success in higher education </title> <p>This study discusses how a diverse group of Latina/o undergraduate students perceive the ideal graduate-undergraduate mentoring program. Based on Latina/o undergraduate student voices from diverse majors and experiences, the results offer concrete solutions on how graduate student mentoring can play a pivotal role in increasing and enhancing Latina/o undergraduate students' persistence at a research university. Major themes include graduate students being relatable role models who understand and can relate to first-generation college students' life experiences and help them navigate the university. Few studies have focused on student perspectives of those attending HSIs at research institutions.</p> <p>Keywords: graduate-undergraduate mentoring; higher education; Latina/o student success; persistence; retention</p> <p>While Latina/os are the largest ethnic group in the United States, they have the lowest educational completion rates out of all other racial or ethnic groups. The National Center for Education Statistics reported that the percentage of young adults who held bachelor's degrees varied, with 63% of Asians in the 25- to 29-year-old age group holding a bachelor's or higher degree in 2014, compared with 41% of Whites, 22% of Blacks, and 15% of Latinas/os (Kena et al., [<reflink idref="bib32" id="ref1">32</reflink>]). While low rates of enrollment in four-year colleges contribute to these disparities, low college completion rates among Latina/o students are also a large part of the problem. Because many economically competitive jobs in the U.S. will soon require education beyond a high school degree, it is critical to identify factors that contribute to the retention and graduation of this subpopulation of students.</p> <p>Although academic engagement leads to persistence in college, there is evidence to suggest that the extent to which students interact with people, activities, and other resources in the campus community plays a key role (Hurtado & Carter, [<reflink idref="bib28" id="ref2">28</reflink>]; Hausmann, Schofield, & Woods, [<reflink idref="bib23" id="ref3">23</reflink>]; Oseguera & Rhee, [<reflink idref="bib37" id="ref4">37</reflink>]). For Latina/o students, who come from communities traditionally excluded from higher education, the world of academia can be alienating, especially to those who are the first in their families to attend college. Students may perceive that the environment is incompatible with their culture or values (Tierney, [<reflink idref="bib54" id="ref5">54</reflink>]). Students can adjust to college life through increased social integration, which represents the extent to which a student finds the institution's social environment to be congenial with his or her preferences(Pascarella & Terenzini, [<reflink idref="bib38" id="ref6">38</reflink>]; Tinto, [<reflink idref="bib55" id="ref7">55</reflink>]). This view is consistent with a social networks perspective that college students' relationships with faculty, staff, and peers contribute to student satisfaction and persistence (Astin, [<reflink idref="bib3" id="ref8">3</reflink>]; Pascarella & Terenzini, [<reflink idref="bib38" id="ref9">38</reflink>]; Tinto, [<reflink idref="bib55" id="ref10">55</reflink>]). Positive interactions and connections with faculty are particularly important in enhancing students' sense of belonging (Berger & Milem, [<reflink idref="bib6" id="ref11">6</reflink>]; Braxton, Milem, & Sullivan, [<reflink idref="bib7" id="ref12">7</reflink>]; Strayhorn, [<reflink idref="bib50" id="ref13">50</reflink>]).</p> <p>As a means of facilitating academic and social integration, many institutions provide programs to help students establish formal and structured mentoring relationships with faculty (Allen & Eby, [<reflink idref="bib1" id="ref14">1</reflink>]). However, these structured programs often lack culturally sensitive support services that integrate both the social and academic aspects of learning for underrepresented, first-generation and/or low-income college students (Garland, [<reflink idref="bib18" id="ref15">18</reflink>]; Harper & Quaye, [<reflink idref="bib22" id="ref16">22</reflink>]; Renn & Reason, [<reflink idref="bib40" id="ref17">40</reflink>]). Therefore, it is important to examine support systems that are "informal," such as the role of graduate student mentoring, which can help us understand how to develop more successful programs and cultivate more formal and informal sources of social support.</p> <p>Faculty mentors are in a position to help students make sense of the college experience, offer support and give advice, helping students feel valued and respected. Formal mentorship from faculty has been shown to be a major source of social support for Latina/o undergraduates (Gandara & Osugi, [<reflink idref="bib17" id="ref18">17</reflink>]; Hernandez & Lopez, [<reflink idref="bib25" id="ref19">25</reflink>]; Santos & Reigadas, [<reflink idref="bib46" id="ref20">46</reflink>]; Torres, [<reflink idref="bib57" id="ref21">57</reflink>]). Depending on the institutional type, faculty encounter various barriers which limit their abilities to engage in formal or informal mentoring relationships. DeAngelo, Mason, and Winters (2016) argue that faculty-student mentoring relationships are vital for the successful functioning of institutions of higher education, and identify that very little is known about how institutional types and environments impact the quality of these relationships. In this study, we argue that the role of the mentor need not be restricted just to faculty; graduate students can also serve undergraduates in this capacity (Crisp & Cruz, [<reflink idref="bib11" id="ref22">11</reflink>]). While research studies have indicated that student-faculty interaction and mentoring practices are important for Latina/o undergraduate success, very little is known about the mentoring relationships between graduate and undergraduate students, despite the fact that graduate students play a vital role for undergraduates in their courses (Brown, [<reflink idref="bib8" id="ref23">8</reflink>]).</p> <p>According to Brown ([<reflink idref="bib8" id="ref24">8</reflink>]), graduate students have several qualities that help to foster mentoring relationships with undergraduates. For example, undergraduates may relate to graduate students regarding their college experience due to being closer in age. Many graduate students, having recently been undergraduates themselves, may have a greater awareness of resources available and strategies for successfully navigating through college. Undergraduates may also perceive graduate students as being more approachable and less intimidating than faculty, allowing for a more personal mentoring relationship to develop. Structured graduate-undergraduate students' mentoring programs outside of the classroom have the potential to enhance the social integration of all students who feel marginalized from mainstream college life.</p> <p>The goal of this study was to explore undergraduate students' perceptions of ideal graduate-undergraduate mentoring relationships among Latina/o undergraduates as they persist through higher education. For example, Latina/o undergraduates express concerns with financial need/resources, lack of institutional support, and family responsibilities (Cerna, Pérez, & Sáenz, [<reflink idref="bib10" id="ref25">10</reflink>]; Kouyoumdjian, Guzmán, Garcia, & Talavera-Bustillos, [<reflink idref="bib33" id="ref26">33</reflink>]). Students' with less educated parents are also more likely to work through school (Roksa & Velez, [<reflink idref="bib43" id="ref27">43</reflink>]; Scott-Clayton & Rodriguez, 2012). A major problem is that institutions of higher education have a shortage of faculty of color to serve the growing demographics (Stanley, [<reflink idref="bib49" id="ref28">49</reflink>]; Turner & González, [<reflink idref="bib60" id="ref29">60</reflink>]). Therefore, this study provided a venue for undergraduate students to openly discuss what they perceive would be "best practices" if formal mentoring opportunities with graduate students were available.</p> <p>The study was conducted at a Hispanic-Serving Institution (HSI), defined in federal law as an accredited and degree-granting public or private nonprofit institution of higher education with 25% or more total undergraduate Hispanic full-time equivalent (FTE) student enrollment (Núñez, Hurtado, & Calderón Galdeano, [<reflink idref="bib36" id="ref30">36</reflink>]; Santiago, [<reflink idref="bib45" id="ref31">45</reflink>]). While two-year community colleges are the most frequent type of HSIs, and the focus of scholarship, very few studies have focused on student perspectives of those attending HSIs at research institutions. Given that HSIs in general can have a positive effect on Latina/o undergraduates (Fosnacht & Nailos, [<reflink idref="bib16" id="ref32">16</reflink>]), it is useful to learn from students directly about how evolving HSIs can truly transform to serve their needs.</p> <hd id="AN0138734490-2">Method</hd> <p></p> <hd id="AN0138734490-3">Participants</hd> <p>The participants were 25 Latina/o undergraduate students (f = 15, m = 10). Students were invited through brief announcements made in Ethnic Studies courses and Latina/o student organization meetings to attend a workshop held by the Chicano Studies Institute at the university to discuss how the campus can better serve the needs of underrepresented students in light of its HSI status. The participants represented undergraduate majors such as anthropology, math, physics, political science, sociology, statistics, and Spanish. Participants also represented a wide range of engagement in 12 co-curricular development activities, including cultural groups, sororities and fraternities, student government leadership, academic scholar programs and political organizations.</p> <hd id="AN0138734490-4">Procedures</hd> <p>The students were invited to attend one of four workshops to learn about the meaning of HSI status, specifics related to a research institute HSI grant awarded to the university, and to discuss ways to enhance communication between faculty and students, and ways that graduate students could serve as mentors to underrepresented students. Prior to the workshop, students completed a form that included their major, gender, student organization, and race or ethnicity. The first half of the workshop consisted of a presentation that summarized ideas from the previous year's workshop in which Latina/o undergraduate students voiced their opinions about how the campus could increase the retention and college completion rates of Latina/o students. One prevalent theme that emerged from the previous year was the role of graduate students as mentors to undergraduates. Students reported the themes, yet they were not discussed or described in detail. The current workshop was developed to enable students to discuss the topic of relationships with faculty and graduate students more deeply. To do so, the students were divided into groups of five in the second half of the workshops to participate in focus-group-like discussions with a graduate student or student affairs staff member acting as facilitators. The topics of faculty communication and graduate student mentoring were randomly assigned to the groups. The data presented here are from five groups of students who were asked to respond to the following question: What would your ideal graduate mentoring program look like?</p> <p>Each group recorded their respective responses on large poster papers. The summaries were audio-recorded and transcribed. A content analysis was applied to uncover patterns in the poster data as well as transcripts of the summaries related to the frequency of occurrence of particular themes (Auer-Srnka & Koeszegi, [<reflink idref="bib4" id="ref33">4</reflink>]; Krippendorff, [<reflink idref="bib34" id="ref34">34</reflink>]). Excerpts from the summaries are included in the description of the themes that were discussed.</p> <hd id="AN0138734490-5">Results</hd> <p></p> <hd id="AN0138734490-6">Social integration</hd> <p></p> <hd id="AN0138734490-7">Providing support in the first year</hd> <p>Student departure is high during the beginning of the first year of adjusting to college (Strayhorn, [<reflink idref="bib51" id="ref35">51</reflink>]; Swail, Redd, & Perna, [<reflink idref="bib52" id="ref36">52</reflink>]; Tinto, [<reflink idref="bib55" id="ref37">55</reflink>], [<reflink idref="bib56" id="ref38">56</reflink>]); therefore, the first experiences at a university can set the stage for future success. A theme that was discussed by students in all five of the groups was the need to ensure a sense of welcoming upon initial arrival to the university. Previous research confirms the significance of establishing mentoring relationships early on (Hoffman, [<reflink idref="bib27" id="ref39">27</reflink>]; Johnson et al., [<reflink idref="bib30" id="ref40">30</reflink>]), given that the first-year transition to college is vital for student retention and academic success (Barefoot, [<reflink idref="bib5" id="ref41">5</reflink>]). Students expressed the importance of connecting with graduate students at their first-year orientations:</p> <p>So we envisioned an undergraduate graduate mentoring program that ideally the graduate student would contact maybe the incoming freshmen, very early on in their college careers. They would already have this established mentorship. So we would also like it to be informal yet formal. Informal in the sense that if they wanted to go get a cup of coffee at Starbucks or something and they can kind of talk about it informally.</p> <p>Similar to first-year university students, transfer students also have to deal with the stress of having less time to establish connections on campus, get involved in research, and prepare for graduate school. In terms of their social integration, it is critical that transfer students have access to mentors during their first year at the university (Flaga, [<reflink idref="bib15" id="ref42">15</reflink>]). Transfer students are more likely to seek out informal support (i.e., friends) as opposed to formal support (academic mentors) upon transferring (Rhine et al., [<reflink idref="bib41" id="ref43">41</reflink>]). The comparable needs of both freshmen and transfer students were discussed in three of the groups. Many students expressed concerns that that transfer students are already behind as soon as they arrive and they are rushed by academic advisors to complete their courses and graduate. They viewed that having a relationship with a graduate student mentor could help them make sense of the college experience faster than trying to figure it out on their own.</p> <hd id="AN0138734490-8">Fostering campus connections</hd> <p>All of the groups agreed that having a graduate student mentor would have an impact on their college experience. One obstacle to integration is isolation. They perceived that relationships with graduate students can help them develop supportive social networks. Graduate students can assist students by directing them to student organizations and groups where they can connect with their peers. Two student groups reported:</p> <p>So we really think that mentorships are important, so just like being an undergrad and just like having somebody who is a grad student or maybe slightly older. A lot of times being a first-generation student, like we literally have no connections, like we don't have a network.</p> <p>For us it's kind of a relationship, grads/undergrads should have, we think a more informal connection, because personally, I live in the dorms on the first-generation floor and my RA is a first-generation student. He's the one who told me about the organizations out there and then from those organizations themselves I got myself more involved.</p> <hd id="AN0138734490-9">Connection with relatable mentors</hd> <p>It has been suggested that when mentees are matched with mentors with similar backgrounds, students are better able to develop positive self-perceptions about their academic capabilities and broaden their future aspirations (Santos & Reigadas, [<reflink idref="bib46" id="ref44">46</reflink>]; Syed, Azmitia, & Cooper, [<reflink idref="bib53" id="ref45">53</reflink>]). This mentor-mentee match is important because, for many students, it is easier to trust a mentor who has walked in their shoes, sharing similar life experiences and demographics (Ragins, [<reflink idref="bib39" id="ref46">39</reflink>]; Sosik & Godshalk, [<reflink idref="bib48" id="ref47">48</reflink>]). Students are likely to connect with students who actually understand their daily and past struggles. For example, students stated:</p> <p>We thought a mentor should have a similar background because having a similar background helps. Having a similar culture or language or even the same gender is important because I have friends who told me being Latina/o or Black or Asian is not always the same and being a female of color is even more difficult. It just piles on, and they told me the struggle that they have and it's even a lot more than what males actually go through.</p> <p>I know personally with me, I've only felt comfortable talking with graduate students (my TAs), because they have brown skin or because I have something in common with them. So sometimes it's harder for me to talk to a professor who doesn't have my background or know the difficulties I've had to go through. So it's harder to communicate and actually have them help me academically.</p> <hd id="AN0138734490-10">Graduate students as role models</hd> <p>One component of faculty-student mentoring entails serving as a role model to students with the desired outcome of personal and/or professional growth (Brown, Davis, & McClendon, [<reflink idref="bib9" id="ref48">9</reflink>]). Specifically, when faculty serve as role models to undergraduate students, they can provide resources, such as information, as well as emotional support for students struggling to persist through the university (Santos & Reigadas, [<reflink idref="bib46" id="ref49">46</reflink>]). Similar to faculty, graduate students hold the potential to be role models to the undergraduates, given their increased opportunities for interactions. The students also discussed that interaction with graduate students of color helped them have more confidence that they too could attend graduate school. Three of the five groups shared:</p> <p>It is important that when you are an undergrad that you see yourself reflected in grad school. Because a lot of times we can't fully comprehend what is grad school. Like personally, it is beyond me. But knowing that Latina/o graduate students are in these spaces just makes it easier to imagine us there.</p> <p>Just seeing like... I grew up in like—I guess like in a part of LA that is mostly predominantly Mexican. I grew up with a mom who was from Mexico and..... Basically like even though my sister was the first one to go to college, she dropped out. So I am basically like the farthest one that's gone in. I have never really seen grad students that look like me and just seeing that, it is just so inspiring.</p> <p>I think that it's just building relationships that don't have the limitations that's so important for mentorship and even for students who want to go to grad school they are going to possibly be a mentor to an undergraduate so I think being able to know how to juggle relationships that aren't educational and that fact that they inspire you to reach higher goals but also that it is nice to be able to get to know someone who will be a new feat to live up to.</p> <hd id="AN0138734490-11">Graduate students as "go-betweens"</hd> <p>Graduate students can serve as a conduit for faculty-student interaction and understanding, in part because graduate students are often perceived as more approachable (Brown, [<reflink idref="bib8" id="ref50">8</reflink>]). Students in the workshop expressed feeling shy and nervous about reaching out to peers, professors, and staff that they did not know, affirming the need for culturally relevant programs to help students. One student mentioned that they preferred interacting with a graduate student over a faculty member because a "graduate student stills get it," suggesting that graduate students have a current or more contemporary understanding of the challenges they face in navigating the college environment due to their own recent personal experiences. Many students expressed a relationship with a graduate student as a vehicle to help them build rapport with faculty to ask for letters of recommendations and get involved with research. For example, one group stated:</p> <p>And also possibly having workshops where grad students offer professional development courses. Um, how to build rapport with faculty, how to be able to ask for letters of recommendation or write a letter of recommendation, how to write resumes, cover letters, do interviews, because we are not really taught how to do these things, and they're really essential when we're coming to the end of our college career.</p> <hd id="AN0138734490-12">Academic integration</hd> <p></p> <hd id="AN0138734490-13">Guidance on majors</hd> <p>Scholars have identified institutional barriers, such as guidance on major selection, as relevant to Latina/o college student success (Kouyoumdjian et al., [<reflink idref="bib33" id="ref51">33</reflink>]). There was widespread discussion about how undergraduate students could benefit from graduate students' advice on skills such as how to organize their class schedules, set priorities, and manage their finances.</p> <p>In addition, the students mentioned that they would like to have discussions with graduate students about their choice of major. It is not uncommon for students to enter the university with a definite plan to major in a certain field. However, often, particularly in STEM majors, students are faced with the choice of having to switch majors to preserve their GPAs because they did not perform well in "gatekeeper" courses (Young, [<reflink idref="bib62" id="ref52">62</reflink>]).</p> <p>Students' interests may change, but they are concerned about disappointing their parents, who expected them to follow a particular career trajectory (e.g., becoming a doctor). Students in four of the five groups mentioned the need for there to be early interventions for those students in classes with a high failing percentage. Graduate mentors guide students to seek advising and other resources for both academic and emotional support if they are struggling through impacted majors.</p> <hd id="AN0138734490-14">Graduate school preparation</hd> <p>Preparation for graduate school must be thought about fairly early on in the undergraduate experience. Students reported wanting to know the logistics of the graduate school application process:</p> <p>Overall just giving us the steps on how to go to graduate schools and how to apply to certain programs. Also, deciding what kinds of programs work for us, funding for graduate school and the steps that need to get into graduate school.</p> <p>The first step is getting students to go to the workshops that currently exist on campus; however, many students do not attend programs offered by the institution. Students report either not receiving or checking their e-mail where notifications are sent as one of the reasons for not attending. In addition to not attending the procedural workshops about graduate school, they seldom see students who look like them reflected in workshops and panels offered by the university. Four of the five groups reported the importance of gaining a sense of understanding from graduate students about their current experiences in graduate school with the hopes of visualizing what graduate school might look like in their future. This involved receiving personal, relatable, and relevant information about graduate school and the steps for getting there. Students want to know the journey of navigating the undergraduate and graduate experiences, especially when facing historical, institutional, and personal obstacles. Therefore, by having mentors who look like them and have similar experiences, they are more likely to attend. Consequently, workshops that address the needs of students of color and first-generation students should include the voices and experiences of those who succeeded.</p> <p>Undergraduates engaged in research are more academically engaged, more prepared and competitive for graduate school, and more confident about the realities of graduate school (Henkel, [<reflink idref="bib24" id="ref53">24</reflink>]; Rogers, Kranz, & Ferguson, [<reflink idref="bib42" id="ref54">42</reflink>]; Russell, Hancock, & McCullough, [<reflink idref="bib44" id="ref55">44</reflink>]). While we know how important the research experience is for students on the path to graduate school, there are often many perceived barriers to begin the research process. Three of the five groups mentioned sometimes feeling overwhelmed with the research process. Students expressed a desire for graduate mentorship and exposure to developing research interests. Often, students cannot begin to imagine what the research process is like. They have notions that research is disconnected from people and the community. For example, two groups said:</p> <p>A lot of us students don't know how to use the research here at the library or like just in general how to do research.</p> <p>Sometimes we don't know what to reach out about so more conversations about research and research opportunities.</p> <p>One way to address students' fears around all of the unknowns about getting involved and conducting research is to have students engage in a form of participant observation or shadowing graduate students so that they can learn the multiple facets of what graduate training is like. For example:</p> <p>It would be really helpful to shadow them in conferences or class or projects that they have and aid with research, hands-on kind of research, and then also the writing boot-camp, to help with writing.</p> <p>So for myself, my experience was with a grad student that I had in a Chicano studies class... and what had happened is that I presented an idea to him and I said "I have no idea how this can go into a research paper writing thing, but this is what I'm interested in." And uh, sure enough he guided me all the way through it and luckily it was his research topic which was art murals at the time and I was fascinated, I was like, "Oh my god, I had no idea of how this can even, ever happen." Um, and after that, the way that he followed through is he would e-mail me and follow up with me about the topic. He wrote me a letter of recommendation. So the best interaction I ever had was with a graduate student.</p> <hd id="AN0138734490-15">Discussion</hd> <p>Graduate students can serve as ideal mentors to undergraduates. This study confirmed previous research that found that graduate students are ideal mentors because of age and experience (Brown, [<reflink idref="bib8" id="ref56">8</reflink>]). Students find them more approachable because they "still get it." Yet this study highlights serious concerns in higher education. A major reason why Latina/o students do not connect with faculty is due to the limited diversity among the faculty in higher education (American Federation of Teachers, [<reflink idref="bib2" id="ref57">2</reflink>]; Turner & González, [<reflink idref="bib60" id="ref58">60</reflink>]). Subsequently, faculty are often focused on tenure and career advancement, which often do not include mentoring students. It is argued that faculty of color face institutional barriers throughout their academic trajectory and are often faced with higher expectations for service and heavy teaching loads (Turner & González, 2011; Villalpando & Delgado Bernal, [<reflink idref="bib61" id="ref59">61</reflink>]). This sentiment is echoed in the literature, where women of color report harsher scrutiny surrounding the quality of their work (Gonzales, Murakami, & Núñez, 2013) coupled with the higher expectation to provide service for <emph>all</emph> of the students of color (Turner, [<reflink idref="bib58" id="ref60">58</reflink>]). Given the low numbers of faculty of color, coupled with the increasing number of first-generation and students of color at research universities, this presents limitations to the type of mentoring students are requesting. This study highlights the need for institutions to reexamine what constitutes academic success for faculty and how mentoring is often a racialized and gendered practice (Daniels et al., [<reflink idref="bib13" id="ref61">13</reflink>]; Zambrana et al., [<reflink idref="bib63" id="ref62">63</reflink>]).</p> <p>For these reasons, lack of faculty diversity at institutions and the lack of value awarded to mentoring students mean that undergraduate students often need to initiate the conversation and connection with faculty. This can be overwhelming and stressful for many students. Graduate students can facilitate interaction with students who are nervous about approaching faculty. Graduate students are also able to serve various mentoring roles that meet the needs of undergraduates.</p> <p>It is important to invest in graduate mentoring in the early stages of the undergraduate experience. As one student mentioned, the difficulty of coming to the end of their college career with little research experience affirms this need to establish these networking connections early on in the students' trajectory. Hoffman ([<reflink idref="bib27" id="ref63">27</reflink>]) found that when college freshman developed "interpersonal ties" (i.e., tangible academic guidance and emotional support), they reported a greater sense of belonging, underscoring the significance of establishing these connections within the early onset of college (Johnson et al., [<reflink idref="bib30" id="ref64">30</reflink>]). This is especially important for transfer students, as they have limited time to adjust to the transfer, connect with peers, and start thinking about graduate school preparation. Perhaps ensuring graduate involvement in the orientation process would help students establish these connections during the first year.</p> <p>Students also discussed the importance of establishing meaningful relationships with graduate students whose life experiences were similar to that of their own. It has been argued that Latina/o students often feel torn between the family and the academy (Gloria & Castellanos, [<reflink idref="bib19" id="ref65">19</reflink>]; Nevarez, [<reflink idref="bib35" id="ref66">35</reflink>]). This can be partially explained through the concept of <emph>personalismo</emph>, where Latina/o families place a high value on trusting relationships with people rather than with institutions (Hill & Torres, [<reflink idref="bib26" id="ref67">26</reflink>]). Graduate student mentors can serve as a "proxy" family as students are transitioning to the university. This is critical, given that for undergraduates, social support is a vital protective factor for the first-year transition to a university (Cutright & Evans, [<reflink idref="bib12" id="ref68">12</reflink>]).</p> <p>Graduate students can be positive role models for undergraduate students by providing both personal and academic inspiration, by giving the undergraduate students a glimpse of what their future in graduate school could be like. When graduate students share their journey through the higher education pipeline, undergraduate students can learn that they are not the only ones who have struggled. Through stories, graduate students can share their strategies for success.</p> <p>In addition, the conceptualization of mentoring assumes that there is an exchange of information occurring. Gonzalez ([<reflink idref="bib21" id="ref69">21</reflink>]) argues that HIS research institutions need to meet the needs of undergraduate and graduate students by training students to conduct research rather than having them carry out research. For example, it is not enough to simply have undergraduates as research employees; instead, the focus should be on teaching them about the actual research process and how students can make it their own. While faculty are faced with many time constraints and are often not easily approachable, graduate students can be in the forefront, providing skill development, resources, and information for undergraduates.</p> <p>In addition to understanding what undergraduates need from their mentors, we also need to examine what is realistically expected of graduate students. For example, the undergraduates discussed the significance of a culturally relevant graduate training program that could help TAs better understand how to connect with and mentor students. Graduate students are often overworked and underpaid, and many of the graduate students doing the mentoring are students of color. Many graduate students of color go above and beyond their capability and time to mentor undergraduates. While we recognize the significant role graduate students play, we must offer support, better pay, and provide appropriate training and resources so that they can provide quality mentoring to undergraduates.</p> <p>Evidence points to the importance of providing formal training opportunities for undergraduates. One study found that undergraduates who participated in formal training on how to communicate via e-mail with a mentor had more frequent communication with their mentor than did those students who did not go through the formal training (Kasprisin, Single, Single, & Muller, [<reflink idref="bib31" id="ref70">31</reflink>]). This highlights the importance that formal, culturally relevant workshops have in preparing students for how to engage with faculty, staff, and others on campus. In conceptualizing an ideal graduate-undergraduate mentoring program, one group suggested, "Graduate students who are really passionate in wanting to work with undergraduates can sign up to teach a course over the quarter." The idea of a course designed specifically to address the themes covered in this article, taught by graduate students under the supervision of a faculty mentor, is one way to compensate graduate students while aiding in the retention and persistence of undergraduate students.</p> <hd id="AN0138734490-16">Limitations and future directions</hd> <p>Although the sample of students represents a diverse group of Latina/o students, it would be helpful to link the demographics of the students with the group responses. In addition, while the sample represents sophomores through seniors, it would be beneficial for future research to analyze responses based on year in college, gender, and grades to gain a better understanding of how needs may differ based on demographics. Additionally, the students in this study all were affiliated with an organization on campus. Future work should examine Latina/o students who are not connected to a group on campus.</p> <p>The students in this study mentioned that it is critical to initiate and establish the mentoring relationships as they enter the university, implying that this is just the beginning of the mentoring process. Future work should focus on how these mentoring relationships are not only pivotal through first-year transitions, but throughout the undergraduate pipeline. Research tells us that less attention is focused on the period after the first-year transition and that first-generation students, in particular, are more likely to leave college during their second year (Ishitani, [<reflink idref="bib29" id="ref71">29</reflink>]). Establishing these relationships early can teach students how to maintain these relationships as they persist through their undergraduate years, as well as aid them in establishing other healthy mentoring relationships through graduation. Thus, we should continue to examine how mentoring from graduate students can help undergraduate students persist through the various barriers they may face in their academic trajectory.</p> <hd id="AN0138734490-17">Conclusion and implications</hd> <p>Based on Latina/o undergraduate student voices, we have a deeper understanding of the ways students benefit from graduate student mentoring and the ways that universities can work with graduate students to increase a sense of belonging for all students. Graduate students are a valuable source of support and guidance for undergraduates, and their labor is often invisible. We must make sure that graduate students are trained in how to handle situations that emerge in their mentee relationships that are above and beyond their control. 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Items – Name: Title
  Label: Title
  Group: Ti
  Data: What Would Your Ideal Graduate Mentoring Program Look Like?: Latina/o Student Success in Higher Education
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Mireles-Rios%2C+Rebeca%22">Mireles-Rios, Rebeca</searchLink><br /><searchLink fieldCode="AR" term="%22Garcia%2C+Nichole+M%2E%22">Garcia, Nichole M.</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+of+Latinos+and+Education%22"><i>Journal of Latinos and Education</i></searchLink>. 2019 18(4):376-386.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 11
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2019
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Graduate+Study%22">Graduate Study</searchLink><br /><searchLink fieldCode="DE" term="%22Mentors%22">Mentors</searchLink><br /><searchLink fieldCode="DE" term="%22Hispanic+American+Students%22">Hispanic American Students</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Graduate+Students%22">Graduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22School+Holding+Power%22">School Holding Power</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Persistence%22">Academic Persistence</searchLink><br /><searchLink fieldCode="DE" term="%22Research+Universities%22">Research Universities</searchLink><br /><searchLink fieldCode="DE" term="%22Workshops%22">Workshops</searchLink><br /><searchLink fieldCode="DE" term="%22Disproportionate+Representation%22">Disproportionate Representation</searchLink><br /><searchLink fieldCode="DE" term="%22Institutional+Characteristics%22">Institutional Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Role+Models%22">Role Models</searchLink><br /><searchLink fieldCode="DE" term="%22Majors+%28Students%29%22">Majors (Students)</searchLink><br /><searchLink fieldCode="DE" term="%22College+Preparation%22">College Preparation</searchLink><br /><searchLink fieldCode="DE" term="%22College+Transfer+Students%22">College Transfer Students</searchLink><br /><searchLink fieldCode="DE" term="%22First+Generation+College+Students%22">First Generation College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Diversity%22">Student Diversity</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/15348431.2018.1447937
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1534-8431
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study discusses how a diverse group of Latina/o undergraduate students perceive the ideal graduate-undergraduate mentoring program. Based on Latina/o undergraduate student voices from diverse majors and experiences, the results offer concrete solutions on how graduate student mentoring can play a pivotal role in increasing and enhancing Latina/o undergraduate students' persistence at a research university. Major themes include graduate students being relatable role models who understand and can relate to first-generation college students' life experiences and help them navigate the university. Few studies have focused on student perspectives of those attending HSIs at research institutions.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2019
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1229229
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1229229
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/15348431.2018.1447937
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 11
        StartPage: 376
    Subjects:
      – SubjectFull: Graduate Study
        Type: general
      – SubjectFull: Mentors
        Type: general
      – SubjectFull: Hispanic American Students
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Graduate Students
        Type: general
      – SubjectFull: School Holding Power
        Type: general
      – SubjectFull: Academic Persistence
        Type: general
      – SubjectFull: Research Universities
        Type: general
      – SubjectFull: Workshops
        Type: general
      – SubjectFull: Disproportionate Representation
        Type: general
      – SubjectFull: Institutional Characteristics
        Type: general
      – SubjectFull: Role Models
        Type: general
      – SubjectFull: Majors (Students)
        Type: general
      – SubjectFull: College Preparation
        Type: general
      – SubjectFull: College Transfer Students
        Type: general
      – SubjectFull: First Generation College Students
        Type: general
      – SubjectFull: Student Diversity
        Type: general
    Titles:
      – TitleFull: What Would Your Ideal Graduate Mentoring Program Look Like?: Latina/o Student Success in Higher Education
        Type: main
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          Name:
            NameFull: Mireles-Rios, Rebeca
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            NameFull: Garcia, Nichole M.
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              Type: published
              Y: 2019
          Identifiers:
            – Type: issn-print
              Value: 1534-8431
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            – Type: volume
              Value: 18
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              Value: 4
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            – TitleFull: Journal of Latinos and Education
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