Aspirational Mentoring Shows Promise for Expanding College Access for First-Generation Students

Cavendish, W., Perez, D., & Larkin, K. (2026). Supports for college access of underrepresented students: Mentor–mentee relationship quality. The Urban Review, 58, 20. https://doi.org/10.1007/s11256-025-00793-1

Introduction

In a new mixed-methods study, Cavendish and colleagues (2026) examined how mentoring relationships support college access for first-generation students from underrepresented backgrounds. Persistent disparities in college enrollment for Black and Latinx students are linked to unequal school resources and limited access to college knowledge. Grounded in Lin’s (2002) social capital theory, the study explores how relational closeness and instrumental support shape mentoring effectiveness. Similar to “Near peer mentoring,” Aspirational peer mentoring in this context pairs high school students with undergraduate mentors (often first-generation college students themselves) who are close in age and have recently navigated the college application and transition process. Because these mentors share similar backgrounds and experiences, they can provide both practical college guidance and relatable role modeling that helps mentees build social capital and envision themselves pursuing higher education.

Methods

Using a convergent mixed-methods design, researchers studied 18 high school mentees in an urban peer-mentoring program. Quantitative data came from the Youth Mentoring Survey of Match Quality (YMS-MQ), measuring relational closeness and instrumental support. Qualitative data were collected through focus groups with 11 of the 18 mentees and analyzed through inductive coding to identify relationship facilitators and barriers.

Results

Mentees reported high overall mentoring match quality (M = 64.6). Instrumental benefits (such as college knowledge and confidence) were particularly strong (M = 22.1), while relational closeness with mentor was also high (M = 42.4). Facilitators of closeness included shared interests, social media communication, and sibling-like bonds, while barriers included limited time, competing commitments, and communication differences.

Discussion

The authors center student perspectives to identify factors that shape meaningful mentoring relationships that promote college access for underrepresented students. Findings suggest that aspirational peer mentoring builds both relational trust and practical college-going skills. Shared identities between mentors and mentees strengthened connections and enhanced social capital for navigating college pathways.

Implications for Mentoring Programs

Programs should prioritize mentor–mentee matching based on shared experiences, structured college exposure activities, and consistent communication opportunities to strengthen both relational and instrumental mentoring outcomes.

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