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Abstract

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An evaluation was conducted on a university peer mentoring program for Latina/o college students (mostly freshmen and first generation) at a Hispanic-Serving Institution. Data were collected across 3 years from 458 Latina/o students with mentors and 86 Latina/o students without mentors (Year 3). Quantitative and qualitative data indicated mentees viewed peer mentors as social capital (e.g., emotional and academic support). Mentees reported increased university integration and connection at posttest, significantly greater than nonmentored students.

Keywords

higher education Latina(o)retention achievement qualitative first-generation college student peer mentoring

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Peer Mentoring as Social Capital for Latina/o College Students at a Hispanic-Serving Institution

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