This research explores mentor outcomes of university students serving in service-learning mentoring relationships between university service-learning student volunteers and language minority student mentees. These outcomes are helpful in improving academic and personal progress for both the student mentors and the mentees. The mentoring relationships may be particularly important given the challenges facing an increasing number of language minority students in communities and schools today. Research indicates that student mentees perform better academically when mentors assist in their learning and growth. As part of the greater network of educational and community leaders, university administrators have the opportunity to create mentoring opportunities that effectively contribute to positive outcomes for both student mentors and mentees. The foundation of mentoring relationships is the nature and type of interactions that constitutes each mentoring relationship. The nature of these interactions may contribute to positive effects on the student academic achievement of student mentors and mentees. Universities provide both knowledge and human resources through service-learning experiences for student mentors that can create and sustain valuable mentoring opportunities. This research seeks to help university administrators and community leaders better understand the nature of mentoring relationships and identify the factors that are related to effective service-learning mentoring experiences with language minority students. This qualitative research used both survey and interview data to better understand the mentoring relationships and outcomes of university service-learning students. Factors such as cross cultural understanding, length of time spent in the mentoring relationship, and shared language were found from this research to have the most significant impact on service-learning mentoring relationships.



College and Department

David O. McKay School of Education; Educational Leadership and Foundations



Date Submitted


Document Type





mentoring, service-learning, higher education, language-minority students, community engagement