Latinx First-Year First-Generation College Students Mentoring Experiences with Faculty at Hispanic-Serving Institutions

This chapter explores the mentoring experiences of Latinx first-year first-generation college students (FGCS) at a Hispanic-Serving Institution (HSI), emphasizing the pivotal role of faculty mentorship. Latinx students, who are often FGCS, face unique challenges in higher education, including lack of social and cultural capital, financial difficulties, and psychological barriers. These obstacles contribute to lower retention and degree completion rates compared to their continuing-generation peers. Faculty mentoring has been identified as a key factor in promoting college persistence, retention, and academic success among Latinx FGCS. The chapter reviews Validation Theory and a theoretical framework of university belonging, which provide insights into effective mentoring practices. A survey study utilizing Gloria Crisp's College Student Mentoring Scale (CSMS) reveals the mentorship aspirations and perceptions of Latinx FGCS. Findings indicate a significant gap between the mentorship support Latinx FGCS desire and what they currently receive. Based on these findings, the chapter calls for a multilevel approach to faculty mentoring at HSIs, including creation of an operational definition of mentoring, incorporation of mentoring evaluation in faculty tenure and promotion, and implementation of institutional support mechanisms. These recommendations aim to enhance the academic experiences and outcomes of Latinx FGCS through improved faculty mentorship.