Mentoring by College Faculty: Perception By Students In Evaluation of Their Satisfaction With College


Patty J. Boyd

Date of Award


Degree Type


Degree Name

Doctor of Philosophy (PhD)



First Advisor

Andrea Wesley

Advisor Department



Colleges and university campuses are experiencing a marked increase in the diversity of the university student, reflecting a greater attention to cultural diversity in the academic setting. As a result, institutions of higher education are finding it difficult to meet the various needs of their students. Such needs basically derive from students' perception of constant neglect that they experience from universities' faculty, staff, and administrators. Based on these needs, students are exhibiting frustrations over their dissatisfaction with their college environment. Students' dissatisfaction is signaling to the higher educational institutions that they need to reexamine their position on the importance of student-faculty interaction (both formal & informal) on the production of a psychologically healthy and satisfied student. As a method of answering the students' need, many universities are turning to the process of mentoring under the auspices of student-faculty interaction in order to promote well-balanced, psychologically healthy, motivated students to augment not only their university status but also a society as a whole. This research is designed to measure whether mentoring relationships between student and faculty, positively impact students' perception of their college experience and their satisfaction with college. Results of the study indicate that students who experienced a mentoring relationship with faculty expressed greater satisfaction with certain aspects of their college career.