Natural mentoring among college students of color: Considerations for their ethnic-racial identity and psychological well-being

Abstract

This study examined: (a) the roles of ethnic-racial similarity between mentors and mentees and mentors' support for ethnic-racial identity (ERI) in mentees' ERI private regard, (b) the roles of ethnic-racial similarity and ERI support in mentees' psychological well-being, and (c) the indirect effects of ethnic-racial similarity and ERI support on psychological well-being via private regard. Participants were 231 college students of color who completed a survey and reported having a natural mentor. Path analyses were conducted to test the hypothesized model. More support for ERI was significantly associated with higher private regard and higher self-esteem. Higher ethnic-racial similarity was significantly related to higher psychological distress and higher self-esteem. An indirect effect was found between ERI support and ethnic-racial similarity and psychological well-being via private regard. The findings fill a gap in the literature on ethnic-racial processes in mentoring critical to the development of college students of color.