Abstract
African American men account for only 12.2% of total postsecondary enrollment—inclusive of both community colleges and 4-year institutions—nearly 3% less than the number of African American women enrolled (15.5%) in 2015 (Digest of Educational Statistics, 2016). Being underrepresented at a large research university can have a detrimental effect, particularly on students of color. They often feel isolated and question their academic abilities (Chesler, Lewis, & Crowfoot, 2005). Often, without a sense of community, a student’s educational attainment can suffer. To build this community and to improve student connectedness and involvement, a range of student support services are commonly provided by universities to address both student academic and social needs. Student groups built around common interests and shared goals can be an effective way to connect with others on campus (Dubois, 2014). Past studies have also shown a positive and significant correlation between mentoring relationships and academic persistence (Brittian, Sy, & Stokes, 2009; Crisp & Cruz, 2009; Nora & Crisp, 2007; Satyanarayana, Li, & Braeneky, 2014). This qualitative study included personal interviews with four African American/Black male undergraduate students at a large, public research institution. The purpose of the study was to better understand the impact, if any, that participation in a mentoring program specifically designed for African American/Black male students had on their undergraduate experience. The study focused on a student’s educational experience before and after participating in the mentoring program. Overall, participating in the mentoring program positively impacted the students’ undergraduate experience by providing a space in which they felt comfortable discussing barriers they felt on campus, felt a sense of community and brotherhood, and learned necessary skills for student success. Participating in the program enhanced the students’ campus engagement by validating their negative experiences on campus, provided positive counter spaces, allowed for positive interactions with staff and faculty, and increased the students’ sense of belonging.