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The data note analyzes descriptions of 587 mentorship programs at rural-serving community colleges and highlights practices from 44 mentoring-focused programs. It identifies two key approaches—building empowering and inclusive mentorship spaces, and strengthening cultural identity and community engagement—to support student reflection, agency, advocacy, and success. Reflection questions invite practitioners to share strategies via the Rural Learner Success OER Commons platform.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/community-college-research-initiatives-rural-learner-success-data-note-series-critical-mentorship-strategies-for-supporting-rural-community-college-students/584060/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/community-college-research-initiatives-rural-learner-success-data-note-series-critical-mentorship-strategies-for-supporting-rural-community-college-students/584060.png","ImageObject",300,407,{"name":92,"@type":93},"\tCallum ","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the data note address regarding mentorship for rural community college students?","Question",{"text":112,"@type":113},"It argues that mentorship models often fail to account for the spatial and systemic barriers rural students face, and may reinforce oppressive power dynamics without intentional critical efforts.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the dataset assembled for this analysis?",{"text":117,"@type":113},"The authors used web scraping to find mentoring across 444 rural-serving public two-year institutions, identifying 587 programs across 301 colleges, then narrowing to 105 with mentorship as a central function and further to 44 with strong critical elements.",{"name":119,"@type":110,"acceptedAnswer":120},"What are the two key practices highlighted in mentoring-focused programs?",{"text":121,"@type":113},"They highlight (1) building empowering and inclusive mentorship spaces and (2) cultural identity and community engagement, both designed to support students through reflection, agency, advocacy, and culturally grounded partnerships.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},584060,1792192327,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":34,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},137451211410,"https://ap-avatar.wpscdn.com/avatar/2000bb0a9246f588df?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786362646172706240","COMMUNITY COLLEGE RESEARCH INITIATIVES   \nRURAL LEARNER SUCCESS DATA NOTE SERIES  \nCritical Mentorship Strategies for Supporting Rural Community College Students  \nMayra Nu ñez Martinez, Jordan Reed, and Lia Wetzstein  \nDATA NOTE 2 | DECEMBER 2024  \nMentoring is a high-impact strategy for supporting student success and is particularly important for rural community college students, who often face heightened structural and systemic inequities, highlighting the need for mentorship approaches tailored to their unique needs and strengths. This data note analyzes the descriptions of 587 mentorship programs at rural-serving community colleges, and highlights practices described at 44 mentoring-focused programs that can help address the specific needs of their students by applying critical mentorship approaches. We identify two key practices: Building Empowering and Inclusive Mentorship Spaces, which foster student reflection, agency, and advocacy to challenge power structures, and Cultural Identity and Community Engagement, which highlights cultural heritage, identity, and community partnerships to support student success. We pose reflection questions for practitioners applying these key practices, and invite readers to share practical insights, challenges, or strategies that have worked in their mentorship program(s) on our Rural Learner Success OER Commons platform.  \nINTRODUCTION  \nRural-serving community colleges play a critical role in providing access to higher education for marginalized and underserved populations (Crisp, 2010), creating opportunities for students who might otherwise be excluded due to geographic, socioeconomic, or cultural barriers. While rural-serving colleges are uniquely positioned to address the diverse needs of their communities, they also face significant challenges, including limited resources due to systemic underfunding and entrenched institutional inequities, as well as a student population whose needs may differ from those of their urban counterparts (RushMarlowe, 2021) . These challenges highlight the need for rural-serving community colleges to implement geographically and culturally relevant practices to support rural student success effectively.  \nMentorship has been recognized as an important strategy for supporting student success, particularly for racially minoritized students and those from lowincome backgrounds (Apriceno et al., 2020; Brooms & Davis, 2017; Estrada et al., 2018). Additionally, it has been highlighted as an essential tool for promoting success in rural educational settings (Brandehoff, 2023; Nelson, 2019; Sims & Ferrare, 2021) . Effective mentorship promotes retention and persistence by fostering a sense of belonging and academic engagement (Crisp, 2010; Kezar et al., 2023) . However, traditional mentorship models, often designed with urban contexts in mind, may fail to address the unique spatial and systemic barriers rural students face. These models, which focus on academic support, may overlook the structural inequities that affect rural students and reinforce hierarchical power dynamics and neoliberal values like competition and individualism (Hillman, 2016) . Without intentional  \n[uw. edu/cc ri](uw. edu/cc ri) 1  \nRURAL LEARNER SUCCESS DATA NOTE SERIES | Critical Mentorship Strategies for Supporting Rural Community College Students  \nefforts to challenge these oppressive structures, mentorship programs risk being ineffective or even perpetuating harm (Albright et al., 2017; Hillman, 2016) . This critique is particularly relevant for rural community college students, a demographic that remains underexplored in mentorship research.  \nIn contrast, a critical mentorship approach actively challenges the status quo by addressing long standing systemic barriers and rejecting deficit-based narratives about marginalized youth. It seeks to move beyond transactional relationships, emphasizing intentionality, reciprocal relationships, and holistic student development (Liou et al.","cbCaiv7X76R2cAgH","https://ap.wps.com/l/cbCaiv7X76R2cAgH","pdf",244013,"English","# Introduction\n## Mentorship and the need for a critical approach\n# Methods\n## Data collection and program selection","[{\"question\":\"What problem does the data note address regarding mentorship for rural community college students?\",\"answer\":\"It argues that mentorship models often fail to account for the spatial and systemic barriers rural students face, and may reinforce oppressive power dynamics without intentional critical efforts.\"},{\"question\":\"How was the dataset assembled for this analysis?\",\"answer\":\"The authors used web scraping to find mentoring across 444 rural-serving public two-year institutions, identifying 587 programs across 301 colleges, then narrowing to 105 with mentorship as a central function and further to 44 with strong critical elements.\"},{\"question\":\"What are the two key practices highlighted in mentoring-focused programs?\",\"answer\":\"They highlight (1) building empowering and inclusive mentorship spaces and (2) cultural identity and community engagement, both designed to support students through reflection, agency, advocacy, and culturally grounded partnerships.\"}]","COMMUNITY COLLEGE RESEARCH INITIATIVES - RURAL LEARNER SUCCESS DATA NOTE SERIES - Critical Mentorship Strategies for Supporting Rural Community College Students | PDF",1792049643,18]