The Pearson product-moment correlation coefficient was computed for each question. Only one of the variables assessing satisfaction with collegiate experience correlated significantly with quantity of mentoring: Satisfaction with the diversity of faculty/staff (r = .30, p <.05, 2-tailed). Quantity of mentoring exhibited a nonsignificant correlation with overall satisfaction with collegiate experiences(r = .11). None of the indicators of personal growth and development correlated significantly with quantity of mentoring The most important contribution of this study was perhaps the findings related to the student's college retention and academia performance. The study found that the quantity of mentoring had a positive and significant correlation with influencing both students' decisions to continue their college education (r=.51, p<.01), and students' perceptions of their academic performances (r=.56, p<.01). However, the correlation between quantity of mentoring and accumulative GPA was not significant. Duester (1994) notes these seemingly incongruent findings are understandable as the majority of the students were freshman and had mentors for only 1 or 2 semesters — too short a period to effectively examine changes in GPA. Conclusion Theoretical, qualitative and empirical research suggest that a mentoring relationship can significantly impact ethnic minorities’ educational experiences. Although this article has focused on behaviors and impact of mentors, it should be remembered that mentoring is a type of relationship, in which both parties have responsibilities and obligations. Those of students have been described in booklets such as the University of Michigan Rackham Graduate School’s A Guide for Graduate Students at A Diverse University. The increased reliance on mentoring as a tool for enhancing diversity, motivating ethnic minorities and increasing their incentives and participation in education and the professions, and ensuring ‘welcoming’ environments, require that we increase research on the process and outcomes of mentoring, and based on such evidence, develop mentoring programs as well as training programs for both mentors and mentees. References Alvarez, A., Blume, A., Cervantes, J., & Thomas, L. (2009). Tapping the wisdom tradition: Essential elements to mentoring students of color. Professional Psychology: Research and Practice, 40(2),181-188. doi:l0.1037/aOOI2256 American Council on Education and Education Commission of the States. (1988). One third of a nation: Report of the Commission on Minority Participation in Education and American Life. W ashington, DC: Author. Cohen, Geoffrey Lawrence, (April, 1999). The mentor’s dilemma: Providing feedback across the racial and gender divides. Dissertation Abstracts International: Section B: The Sciences and Engineering. 59 (10-B), p. 5617 Duester, R. (1994). A study of the effects of a mentoring program on minority students' perceptions and retention. Colorado State University Journal of Student Affairs, 3, 22-30
-XLVII-