Influence of Ethnic-Racial Similarities and Ethnic-Racial Support on Student Well-being: The Role of Natural Mentors

According to Rhodes’ model of youth mentoring, one of the ways through which positive outcomes are achieved is through identity development. This study considered ethnic-racial identity (ERI) in the lives of college students of color and how that identity is promoted through natural mentoring relationships. The focus of this study was on ethnic-racial private regard, a component of ERI. This study examined: (a) the associations among mentor ethnic-racial similarity and support and student ERI and (b) the relationships among mentor ethnic-racial similarity and support and student psychological well-being. The sample included 266 college students of color who completed an online survey and reported having a natural mentor. ERI private regard did not play a mediational role in the associations between similarity and support and well-being, but it was found that higher ethnic-racial support from mentors was significantly related to higher ERI private regard and self-esteem in students. To date, few studies have examined both mentor ethnic-racial similarity and support on ethnic-racial identity with a college sample. The findings contribute to the gap in literature on ethnic-racial support and similarity in mentoring relationships and help to identify potential means for promoting well-being while embracing young adults’ ERI