Abstract
ABSTRACTThis article examines student mentoring at historically Black colleges or universities (HBCUs) through the lens of ecological theory. By examining the person’s human behavior on a micro level and the HBCU on a macro level, the researchers will examine faculty mentoring as a positive influence that assists students in advancing their educational pursuits. Specifically, this article examines how the faculty mentor assists students with navigating the various outer and inner forces that may impede more functional behaviors as they transition to graduate school. This information is important in helping to codify and promote the unique role that HBCU faculty and administrators play in the lives of their students from a student perspective. This article will help to demonstrate why the HBCU experience is not only valued, but necessary in higher education.
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