The purpose of this study was to explore the informal mentoring relationships of 15 male, Hispanic (Dominican American), first-generation college students, to determine how their mentoring experiences influenced their academic progress, standing, and retention. In-depth, semi-structured qualitative interviews were conducted with 15 undergraduates from a comprehensive, public urban university. The mentors proved to be valuable social capital for these statistically at-risk students by providing them with insider academic information, legitimizing their academic and professional goals, and transforming their immigration experiences into academic inspiration. Suggestions for effective mentoring for immigrant/ethnic minority college students are presented.
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