Abstract
The purpose of this chapter was to examine the effects of faculty mentorship on college students' sense of belonging conditional on students' race/ethnicity, gender, disability, sexual orientation, and first-generation status. The data were derived from a multi-institutional survey of over 30,000 students from 70 colleges and universities. The authors conducted propensity score matching techniques to match students who did and did not have a faculty mentor. The results of the study suggest that, by and large, most college students who have a faculty mentor have a higher sense of belonging compared to students who do not have a faculty mentor. Although there were a few exceptions, students with marginalized, underserved, and structurally and systemically excluded identities who have a faculty mentor also had a higher sense of belonging compared to students who do not have a faculty mentor.