Faculty / Student Mentor Program: Effects on Academic Performance and Retention
A university faculty/student mentor program was evaluated for its effects on academic performance and retention. A matched pairs design was used in which 339 undergraduates assigned to mentors were paired with nonmentored students based on gender, ethnicity, GPA, and entering enrollment status. The results showed a higher GPA for mentored students (2.45 vs. 2.29), more units completed per semes- ter (9.33 vs. 8.49), and lower dropout rate (14.5% vs. 26.3%). Amount of mentor- prot6g£ contact was positively correlated with GPA. Academic achievement and re- tention were unrelated to gender and ethnicity of the mentor, the protege, or the gender and ethnic match between the two.