Take a critical look at the theory and recent empirical research specific to mentoring undergraduate students. This monograph:

• Explains how mentoring has been defined and conceptualized by scholars to date,
• Considers how recent mentoring scholarship has begun to distinguish mentoring from other developmental relationships,
• Synthesizes recent empirical findings,
• Describes prevalent types of formalized programs under which mentoring relationships are situated, and
• Reviews existing and emerging theoretical frameworks.

This monograph also identifies empirical and theoretical questions and presents research to better understand the role of mentoring in promoting social justice and equity. Presenting recommendations for developing, implementing and evaluating formal mentoring programs, it concludes with an integrated conceptual framework to explain best-practice conditions and characteristics for these programs.

This is the first issue of the 43rd volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.