Mentoring of African American Students at a Predominantly White Institution (PWI)

Abstract

This article provides a synthesis of cross-race mentoring research and fills some gaps in the literature by exploring the experiences of five African American women at a Christian, predominately white institution (PWI). The grounded theory study uses constant comparative analysis between the women's stories, existing research, and dialogue with African American colleagues. The article concludes with suggestions for Caucasian higher education professionals seeking to mentor African American students and for institutions implementing mentor programs.