Investigation of mentorship on minority status stress and intentions to persist

Date

2023-12

Authors

Coleman, Carly A.

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Abstract

Black students experience the greatest rate of attrition. This may be due to the negative experiences that they encounter on college campuses. Mentorship has been linked to improved retention among Black students. The present study used a moderation analysis to explore the potential buffer effect of mentorship on the relationship between minority status stress and intentions to persist. The results demonstrated that Black students with higher levels of minority status stress significantly predicted unfavorable attitudes towards persistence. However, when adding mentorship as a moderator, a statistically significant moderation effect on the relationship between MSS and intentions to persist was not found. Results suggest that negative racial experiences contribute to the intentions of a student’s institutional persistence. Educational implications related to curating a welcoming college environment will be discussed.

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