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ABSTRACT
This study discusses how a diverse group of Latina/o undergraduate students perceive the ideal graduate-undergraduate mentoring program. Based on Latina/o undergraduate student voices from diverse majors and experiences, the results offer concrete solutions on how graduate student mentoring can play a pivotal role in increasing and enhancing Latina/o undergraduate students’ persistence at a research university. Major themes include graduate students being relatable role models who understand and can relate to first-generation college students’ life experiences and help them navigate the university. Few studies have focused on student perspectives of those attending HSIs at research institutions.