The purpose of this study was to understand the student-faculty mentoring process and how mentoring facilitates Latino students' adjustment to college. Thirty-two Latino students participating in a university Faculty Mentoring Program (FMP) were surveyed. The findings showed that (a) students experienced an increase in college self-efficacy and academic goal definition as a result of participating in the FMP; (b) students with same-ethnic mentors perceived them to be significantly more supportive in furthering their personal and career development and reported significantly greater program satisfaction than nonmatched students; and (c) frequency of student-mentor contact was positively correlated with students' adjustment to college, perceived mentor supportiveness, and program satisfaction.Resumen: El propósito de este estudio fue el entender el proceso de guía o apoyo entre estudiante y profesor; y como dicha guía facilita la adaptación a la universidad de estudiantes Latinos. Treinta y dos estudiantes Latinos que participaron en un Programa con Profesores Guías (FMP) fueron investigados. Los resultados demuestran: (a) como resultado de la participación en el FMP los estudiantes experimentaron un incremento en auto-eficacia en la universidad, así como la definición de metas académicas; (b) estudiantes asignados a profesores guías del mismo grupo étnico percibieron a sus guías con mayor capacidad de brindarles apoyo para su desarrollo personal y académico, y reportaron más satisfacción en el programa que los estudiantes que tuvieron guías de grupo étnico diferente; y (c) la frecuencia de contacto entre el estudiante y el mentor se correlacionó positivamente con el ajuste o adaptación de los estudiantes al medio universitario, la percepción de apoyo y la satisfacción en el programa.Latino student retention and graduation at 4-year institutions continues to be a major concern among college and university officials. Several programs have been implemented at colleges and universities throughout California to 40

SThe purpose of this investigation was to understand the student-faculty mentoring process and how mentoring relationships facilitate at-risk students' adjustment to college. The sample consisted of 65 college students who were involved in a Faculty Mentoring Program (FMP) at a four-year institution. A conceptual model was tested relating ethnic homogeneity in studentmentor backgrounds and frequency of student-mentor contact to perceived mentor supportiveness, students' attitudinal adjustment to college, students' academic performance, and level of satisfaction with the FMP. Results of the path analysis revealed that students with mentors of the same ethnicity met more frequently with their faculty mentors and, in turn, viewed mentors as being more supportive in furthering their career and personal development and expressed greater satisfaction with their participation in the FMP. Likewise, student-mentor ethnic homogeneity and frequency of studentmentor contact directly influenced students' attitudinal adjustment to college and, in turn, impacted positively on students' academic performance and satisfaction with the FMP. The findings are discussed in terms of Social Network Theory. / SANTOS AND REIGADAS

Little is published about step-by-step implementation of telephone counseling interventions to promote community-based health activities. This article describes the authors' experience of implementing a church-based telephone mammography counseling intervention with peer counselors representing three principal racial or ethnic groups: African American, Latino, and Anglo (White). Twenty-six women from 12 churches in the Los Angeles area were recruited and trained to deliver the counseling annually over a two-year period to 570 women participants who were recruited from participating churches (n = 15). The counseling sessions were conducted from church-based telephone centers in key geographic locations in our program area. Training and supervision proved challenging: most of the Latino counselors had fewer than seven years of education and spoke only Spanish, while most of the other counselors had at least some college and spoke only English. Culturally specific and small group interactions, role plays, and a more modular approach to training were the most effective ways to enhance counselors' skills. Latina participants' mammography adherence rates were lowest, and their barriers reflected their low socioeconomic status; as Latina counselors shared basic information about mammograms and where to obtain them at little or no cost, the counseling exchanges tended to be nonconflictive and supportive. Black and White participants were generally more knowledgeable and adherent with screening guidelines than Latinas. We found that it was possible to implement this intervention with diverse groups and conclude with lessons learned that may inform others considering such a strategy.