First, I ran a simple difference of means test regarding the first set of questions as to the mentor's role, by the three test groups (White/Caucasian, FGLI students, African American FGLI students, and African American continuing generation students).
When examining these results again, but this time comparing students entering the program versus students who had finished the research program, White FGLI college students were significantly less likely to view the mentor's role as one of personal support when compared to African American FGLI students and African American Continuing generation students (F = 3.74, p = .02).
What is interesting about these results is that the rank order of the benefits most mentioned in the Lopatto study correspond very well to the rank order of the benefits most mentioned by students from the White FGLI college student group.
The most frequently mentioned benefit for White, FGLI entering students was the "enhancement of professional or academic credentials," which was also the most frequently cited benefit for students concluding the program.
Interestingly, White FGLI students tend to use terms that describe a good mentor as "expert in the field" much more than any other descriptor.