Mentoring Undergraduate Students ASHE Higher Education Report, Volume 43, Number 1

• Explains how mentoring has been defined and conceptualized by scholars to date,
• Considers how recent mentoring scholarship has begun to distinguish mentoring from other developmental relationships,
• Synthesizes recent empirical findings,
• Describes prevalent types of formalized programs under which mentoring relationships are situated, and
• Reviews existing and emerging theoretical frameworks.

Vicki L. Baker is a professor of economics and management at Albion College and an instructor of business administration at Pennsylvania State University.

Kimberly A. Griffin is an associate professor in the College of Education at the University of Maryland in the Counseling, Higher Education, and Special Education Department.

Laura G. Lunsford studies the psychology of mentoring and leader development and has published dozens of articles and books in this field.

Meghan J. Pifer is an associate professor of higher education and senior assistant director of the Cadre and Faculty Development Program at the University of Louisville.

Foreword 11

Introduction 14

Importance and Value of Mentoring 16

Mentoring Definitions and Characteristics 18

Who Can Be a Mentor? 23

Mentoring Literature Reviews 26

Monograph Purpose and Guiding Questions 29

Monograph Overview 30

Synthesis of Recent Empirical Findings 31

Description of Reviewed Mentoring Scholarship 31

Mentoring Descriptions, Sensemaking, and Expectations 33

Perceptions, Functions, and Roles of Mentoring 35

Mentoring Benefits 38

College Adjustment and Development 40

Academic Progress and Success 41

Contributions of the Present Review 42

Summary and Conclusions 44

Contextualizing Mentoring Relationships 45

Orientation and Retention Programs 45

Mentoring for Social Justice and Equity 48

Peer Mentoring 50

Undergraduate Research and Honors Programs 52

Summary and Conclusions 57

Established and Emerging Mentoring Frameworks 58

Overview of Mentoring Theories and Frameworks 59

Typology-Related Frameworks 59

Process-Based Frameworks 62

Outcomes-Based Frameworks 67

Summary and Conclusions 71

Conclusions and Recommendations 73

Synthesis of Key Findings 73

Enduring Limitations and Recommendations for Future Research 75

Proposed Conceptual Framework: Mentoring Undergraduate Students 81

Evidence-Based Mentoring Practices 86

Concluding Remarks 90

References 92

Name Index 105

Subject Index 111

About the Authors 113

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