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This study reviews the satisfaction and the confidence in persisting of underrepresented students in a peer mentoring program in the Indiana University Kelley School of Business. The research team reached out to the Kelley Office of Diversity Initiatives to get in contact with mentees in the office’s peer mentoring program known as the Fostering Underrepresented Talent Using Resources, Educators, and Scholars program, or the Kelley FUTURES Program. Utilizing Museus’ Culturally Engaging Campus Environments (CECE) model, current literature on the effectiveness of mentorship, and interviews with the participants, the research team evaluated how the FUTURES Program was being utilized by students and their perceived benefits from their participation. This information helped the research team give recommendations on how the program can be improved so that it can more effectively support the underrepresented students in the program.
Keywords: mentorship, underrepresented students, persistence