Publisher's Synopsis
This special issue is dedicated to two important agendas. First, it explores components that contribute to mentoring programs that are empowering as well as successful in recruiting and retaining underrepresented people in higher education and in the field of education. Second, it represents a rare occurrence in which voice is given to minority students who have been the recipients of mentoring and to those professionals who have pursued strong, often unique, mentoring programs for minority populations. This issue reviews existing models and practices in order to stimulate new thinking on mentoring programs for minority students.
