Men of Color Need More Than One Mentor: New Findings Point to Why Multiple Relationships Matter

Rudd, J. (2026). You belong here: Opportunities for success through mentorship for men of color. About Campus, Advance online publication. https://doi.org/10.1177/10864822261430723

Introduction

Men of color (MOC) face documented structural barriers to belonging and success in higher education, from lowered faculty expectations to limited access to culturally affirming support networks. This practitioner piece argues that intentionally designed mentoring programs (those that center identity, foster genuine relationships, and incorporate ongoing assessment) can substantially shift those odds. Drawing on existing scholarship and lived experience, Rudd (2026) makes the case that mentoring is not a supplemental service but a foundational one.

Methods

The author draws on personal experience coordinating a formal peer mentoring program for MOC, synthesizes relevant peer-reviewed scholarship, and offers implementation recommendations grounded in observed program outcomes. No experimental design, control group, or quantitative data analysis was employed, as this was a practitioner reflection as opposed to an empirical study.

Results

The author’s program, called Rites of Passage, paired upper-class MOC mentors with first-year mentees through structured one-on-one sessions, group workshops, and a trust-building orientation challenge course. Assessment methods included Likert-scale surveys, open-ended reflections, and mentor-submitted session summaries. Feedback loops shaped ongoing programming. Several mentees later assumed mentoring roles themselves, suggesting durable impact beyond the formal program year.

Discussion

The author argues that MOC benefit most from multiple mentors – both formal relationships offering academic and career scaffolding, and informal connections that sustain campus commitment. Critically, shared racial and ethnic identity between mentor and mentee strengthens the relationship’s effectiveness. Reflection, the author contends, is itself a mentoring tool: it reframes obstacles as developmental material rather than evidence of inadequacy.

Implications for Mentoring Programs

Programs targeting MOC must be campus-specific, identity-affirming, and continuously assessed. Copying an existing model without adapting it to local culture and student needs is insufficient. Mentor training, structured orientation, and clear program goals are non-negotiable foundations.

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