However, the importance of faculty mentoring in relation to other factors has not been empirically examined for ethnic and racial minority students (ERMS). Thus, we examined the contributions of satisfaction with faculty mentoring, satisfaction with financial support, incorporation of ethnic minority issues in classes, and dominant culture academic expectations to program satisfaction in ERMS enrolled in doctoral psychology programs. We found that mentoring, financial support, ethnic minority content, and academic socialization were each significantly related to program satisfaction. In addition, satisfaction with faculty mentoring had a unique and significant positive relation to program satisfaction over and above the contributions of each of the other three factors considered individually and in combination. Our findings support and extend previous research on the importance of faculty mentors for ERMS. Given the impact of faculty mentors, it is crucial for faculty to receive the necessary support, resources, and acknowledgment (e.g., tenure, promotion) to succeed in this vital role.

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