Natural mentoring for males of color transitioning to college

Abstract

Natural mentoring relationships are characterized as organic, committed, and long-term connections with non-parental adult figures within schools and the community. The objective of this qualitative descriptive design study is to understand how males of color in a mentoring program articulate the support they received in their social-emotional, cognitive, and identity development through natural mentoring relationships during the transition from high school to college in Central Florida. Eleven male students of color took part in individual semi-structured and follow-up focus group interviews. Thematic analysis of the interview helped the author develop themes, forming the basis of the study’s outcomes. The findings underscore the significance of fostering the social, emotional, cognitive, and identity competencies of males of color through a natural mentoring approach. However, the study suggests the need for continued support for males of color after the transition to college, addressing challenges such as financial barriers and the absence of long-term support systems, which hinder their graduation. In response, the author proposes the Natural Mentoring Model for Males of Color (NMMMC) transitioning to college, derived from the distinctive experiences of male students of color who successfully transitioned to college with the support of natural mentoring relationships.