This quantitative study examined the role of mentoring on 332 Hispanic graduate students' sense of belonging and academic self-efficacy. The results found that mentored Hispanic graduate students reported significantly higher levels of sense of belonging and academic self-efficacy than unmentored students. A hierarchical regression found 24% of the variance in academic self-efficacy was accounted for by mentoring and sense of belonging. Implications for practice and future research are discussed. Resumen Este estudio cuantitativo examinó el papel de mentoría en trescientos treinta y dos estudiantes hispanos de postgrado-en cuanto a su sentido de pertenencia y eficacia académica propia. Los resultados encontrados señalan que estudiantes hispanos de postgrado que experimentaron mentoría reportaron niveles significativamente más altos del sentido de pertenencia y de eficacia académica propia comparados con los estudiantes sin mentoría.

This study examined the role culture and college environment had on the perception of ethnic and gender career barriers of 138 Latino/a college students. Specifically, background characteristics (i.e., parent education, immigration status, and sex), acculturation, enculturation, and college environment on perceived ethnic/gender barriers were examined. Results showed 18% of the variance in perceived ethnic and gender career barriers were predicted by sex, acculturation, and college environment. As expected, sex, acculturation, and college environment negatively predicted perceived ethnic and gender career barriers. Latinas anticipated discrimination in future worksites more than Latino males. Acculturation and a welcoming college environment that supported diverse students predicted lower perceived ethnic and gender career barriers. Enculturation did not significantly predict perceived career barriers. Supporting the hypothesis, an interaction effect between sex and college environment predicted perceived career barriers. Implications for practice and future research are discussed.

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