PurposeIn this article, we examine the experiences of African American engineering undergraduate students who participated in two student–faculty mentoring programs. This work provides critical insights about important factors that enhance students' experiences in higher education (e.g. the need for informal community spaces, mentoring and representation).Design/methodology/approachUsing a sequential explanatory mixed-methods approach, participants were surveyed and interviewed about their experiences in the mentoring programs. Data were analyzed using basic statistical methods and thematic analysis.FindingsFindings indicate that students prosper in informal community spaces, where representation allows them to build mentoring relationships that are fostered naturally through common identities in a shared space.Research limitations/implicationsGiven the intimate size of the program, the sample population was limited.Practical implicationsTo benefit student development, mentoring program practices should consider dedicating funding and space for students and faculty of shared racial backgrounds and lived experiences to meet informally.Originality/valueThis work identifies explicit mentoring program factors that support the development of minoritized students in engineering.

Sarah received her B.S. and M.S. in Electrical and Computer Engineering from the Ohio State University in 2017. She is now at the University of Michigan, Ann Arbor, where she is beginning her PhD in Engineering Education Research, with an emphasis on graduate engineering students' mental health. Miss Anu Tuladhar, University of MichiganAnu is presently pursuing her B.S. in Biomedical Engineering at the University of Michigan. She is new to engineering education research, where she is currently working on understanding the status of mental health among engineering graduate students. She hopes to continue her education in engineering and research.