Closing the Gap: New study examines mentoring and college enrollment

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Glass, L. E. (2022). Social capital and first-generation college students: Examining the relationship between mentoring and college enrollment. Education and Urban Society, 55(2), 143-174.

Introduction

First-generation college students (FGCS) often lack the critical information and guidance about the college process that their peers with college-educated parents receive. This gap contributes to the significant disparities in college enrollment and graduation rates between FGCS and their peers. Mentoring has emerged as a promising intervention, providing FGCS with the social capital necessary to navigate the complex college application and enrollment process.

Glass (2022) evaluates the iMentor program, a school-based hybrid mentoring model that pairs high school students with college-educated mentors to support them through the college enrollment process.

Methods

Data was collected from 12th-grade students in New York City who participated in the iMentor program between 2014 and 2017.

Logistic regression examines the impact of the number of lessons completed, the frequency of in-person meetings, and the duration of the mentor-mentee relationship on the likelihood of students graduating from high school and enrolling in college on time.

Analyses controlled for demographic variables and school-level factors. Fixed effects for school cohorts were included to account for variations in school environments and other unobserved factors that could influence student outcomes.

Results

  • High School Graduation: The likelihood of graduating from high school increased by approximately 7% for each additional month a student was matched with a mentor. The frequency of out of program meetings was also a strong predictor, with each additional meeting increasing the likelihood of graduation by about 11%.
  • College Enrollment: The frequency of meetings and the length of the match were significant predictors, as was the number of out of program meetings.
  • Virtual vs In-Person: Interestingly, while the number of lessons completed (primarily through online communication) was positively associated with graduation and enrollment, it was less impactful than face-to-face interactions.

Discussion

This study highlights that while structured program elements like curriculum-based lessons are beneficial, the most significant impacts come from the quality and longevity of the mentor-mentee relationship.

The authors note that, “having a college-educated mentor guide a student through the post-secondary process can potentially close the gap between first generation and non-first-generation college students”, but that “future studies…could contribute to this field by looking at persistence and eventually, college completion, in order to see if the mentor is needed more in the application process or navigating the entire college experience”.

Implications for Mentoring Programs

  • Mentor Training: Mentor trainings should focus on methods to build strong, trusting relationships with their mentees, as the length and quality of the match are critical factors in student success.
  • Out-of-Program Activities: Program staff may want to consider facilitating and encouraging out-of-program meetings to enhance the mentoring relationship
  • Integrate with School Programs: Mentoring programs should be closely integrated with school-based support systems to create a comprehensive network of support for students.

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