Assessing the Effectiveness of Mentoring Programs in Enhancing Academic Performance and Career Clarity among Undergraduate Students in Karachi, Pakistan

Academy of Education and Social Sciences Review Vol. 5 No. 4 | November, 2025 | 475 - 487 ISSN (p): 2790-8348 | ISSN (e): 2789-6781 DOI: https://doi.org/10.5281/zenodo.17766939 Assessing the Effectiveness of Mentoring Programs in Enhancing Academic Performance and Career Clarity among Undergraduate Students in Karachi, Pakistan Anila Nazish Department of Education, Faculty of Social Sciences and Humanities Hamdard University, Karachi, Pakistan Muhammad Akhtar Kang (Ph.D) Department of Education, Faculty of Social Sciences and Humanities Hamdard University, Karachi, Pakistan How to Cite: Nazish, A., & Kang, M. A. (2025). Assessing the Effectiveness of Mentoring Programs in Enhancing Academic Performance and Career Clarity among Undergraduate Students in Karachi, Pakistan. Academy of Education and Social Sciences Review, 5(4), 375–387. https://doi.org/10.5281/zenodo.17766939 Publisher’s Note: International Research and Publishing Academy (iRAPA) stands neutral with regard to jurisdictional claims in the published maps and institutional affiliations. Copyright: ©2025 | Academy of Education and Social Sciences Review published by International Research and Publishing Academy (iRAPA) This is an Open Access article published under the Creative Commons Attribution 4.0 International (CC BY 4.0) (https://creativecommons.org/licenses/by/4.0) Creative Commons Attribution (CC BY): lets others distribute and copy the article, to create extracts, abstracts, and other revised versions, adaptations or derivative works of or from an article (such as a translation), to include in a collective work (such as an anthology), to text or data mine the article, even for commercial purposes, as long as they credit the author(s), do not represent the author as endorsing their adaptation of the article, and do not modify the article in such a way as to damage the author's honour or reputation. 01-41-AESSR-6290-1108 Published online: 30 November 2025 View related articles Submit your article to this journal Nazish & Kang Vol. 5 No. 4 (November, 2025) 476 INTRODUCTION Mentorship as a model necessitates facilitating the mentees to strengthen their ability to reason critically and logically, through the provision of opportunities for individual or group projects in related fields, and by imparting consistent developmental reviews to gauge progress (Murphy, 2011). Similarly, Okolie et al. (2020) describe mentoring as a reciprocally favorable interaction or understanding which takes place between seasoned professionals such as professors or industry experts, and newcomers which often include students or trainees from various academic backgrounds. Mentors through their valuable guidelines, inspiration, and knowledge strengthen this relationship which leaves a significant impact on the mentees’ career paths. Likewise, there are two types of mentoring: formal and informal. Formal mentoring is a more structured and institutionally coordinated approach, with a set procedure and a limited time frame, usually up to a year. Their teleological goal primarily develops in an informal and enduring relational dynamic, even though the establishment of formal mentoring relationships frequently results from institutional allocation or endorsement (Stan 2021; Jones & Smith, 2022). Although their selection is usually controlled by organizational appointment, mentors in structured programs provide their services voluntarily (Inzer & Crawford, 2005). On the other hand, informal mentoring develops naturally from a basis of respect, common interests, and personal or professional esteem between the mentor and protégé. This type of relationship is characterized by its longevity and natural development, often stemming from long-standing friendships or collegial understanding (Stan, 2021). Significance of Mentoring in Higher Education In higher education, mentoring programs are essential and multifaceted, supporting students’ academic, personal, and professional growth. Such initiatives play a significant role in linking theories into practical application by empowering mentees to navigate and negotiate the challenges of higher education confidently and diligently. Furthermore, there are various other advantages of mentoring programs whether they are informal or formal mentorship frameworks, such as it empowers students to benefit from a personalized instruction, psychosocial support system, and well-informed career advice, which are frequently neglected in traditional teaching-learning environments. Liu et al. (2021) and Crisp and Cruz, (2009) in their study concluded that those students who receive mentoring shown to have greater retention and graduation rates, deeper connection with university community, and more academic engagement. Furthermore, it is one of the responsibilities of the mentors inspire mentees to develop intellectual curiosity, goal-oriented behavior, critical thinking, and reflective practices which are important Abstract Mentoring is a process in which a seasoned individual guides an inexperienced individual to achieve their academic, personal, and professional goals. This study was conducted to assess the effectiveness of mentoring programs in enhancing academic performance and career clarity among undergraduate students across six public and private universities in Karachi, Pakistan. A qualitative research design was adopted along with an open-ended interview approach; data were collected from both male and female students, representing three disciplines, including law, humanities, and social sciences. Thematic analysis was conducted by using Braun and Clarke’s framework and a software program, which led to the identification of six main themes and ten subthemes. The results revealed a critical gap in the presence of formally structured mentoring programs, despite the widespread awareness of their potential benefits. Students reported that informal guidance by faculty members emerged as a valuable but inconsistent support system. Moreover, structured programs would not only enhance academic performance but also career planning, emotional resilience, and professional skill development. Thus, these findings underscore the need for higher education institutions to institutionalise mentoring as a key developmental tool. Keywords Academic performance Career clarity Mentoring programs Transformative learning theory 477 Assessing the Effectiveness of Mentoring Programs Vol. 5 No. 4 (November, 2025) characteristics required for both educational and long-term professional success (Nabi et al., 2021). According to Law et al. (2020), sympathetic listening, encouragement, acknowledging personal challenges, and furthering resilience frequently provides psychological and emotional support to mentees. Educational support issued by mentors give rise to basic knowledge and skills which help mentees to reach their cognitive potential. In addition, mentoring develops scholarly skills in researchintensive universities which give rise to future scholars and researchers (Gruber et al., 2020). In essence, mentoring indeed is a transformative force that fosters inclusive learning environments, gives students agency, and consolidates the wider university community (Nyanjom, 2020). The purpose of this study is to examine how mentoring programs affect undergraduate students’ academic performance and the clarity of their future career paths. It is set within the educational environment of Karachi, Pakistan. Mentoring programs are becoming important modalities that support learning outside of conventional pedagogical approaches in the context of Pakistani higher education institutions, which are placing an increasing emphasis on holistic student development. The absence of structured guidance contributes to noticeable skill deficiencies, limited career progression, decreased job satisfaction, and increased staff turnover. Similarly, a study by Malik and Nawaz (2021) revealed the importance of structured mentoring programs for organizations particularly banks in Pakistan to focus on strengthening their employees’ career resilience by consistently providing structured mentoring programs. Thus, examining the influence of mentoring programs on career clarity, this research enriches theoretical discourse surrounding relational pedagogy, student engagement, and learning motivation. Objectives The general objective of the study is to investigate how mentoring programs influence the academic performance and career clarity of undergraduate students in Karachi, Pakistan. Research Questions • How do mentoring programs impact the academic performance of undergraduate students in Karachi? • How do undergraduate students in Karachi perceive the role of mentoring programs in enhancing their clarity about future career paths? Theoretical and Conceptual Framework This study’s theoretical framework was grounded in John Mezirow’s Transformative Learning Theory. Mezirow (2008) posits that the concept of transformative learning initially arose within the field of adult education. This influential work drew attention to an essential yet often overlooked aspect of adult learning, the ability to critically explore and reinterpret the assumptions and expectations that shape one’s perceptions, emotions, and behaviours. Transformative learning refers to a deep contemplation through which individuals evaluate and revise their established frames of references which are ingrained supposition, worldviews, and metacognitive patterns which guide the interpretation of experiences (Dirkx, 1998). These internal processes, referred to as meaning perspectives or frames of reference, serve as lenses through which individuals construct and navigate their experiences. Therefore, transformative learning stresses a reflective process that challenges these existing structures to foster deeper understanding and personal growth (Schnepfleitner & Ferreira, 2021). The evolution of these frames of references is consistent with cultural norms and pattern of language which ultimately affect not only how individuals make sense of the world around them but also how they feel or behave within them. When these frames are left unreviewed, they tend to become constraining with reinforcement of fixed and biased thought processes. This process facilitates the transformation of frames of references towards greater inclusivity, flexibility, and emotional intelligence. This critical revision enhances an individual’s ability to construct beliefs and make decisions which are better justified and more effective in guiding ethical and informed action. Once internalized, these new perspectives shift behaviour and thought patterns, creating a more conscious and intentional approach to learning and Nazish & Kang Vol. 5 No. 4 (November, 2025) 478 living (Mezirow, 2008; Schnepfleitner & Ferreira, 2021; Boström et al., 2024). Transformative learning is inherently complex, as individuals often resist viewpoints that challenge their existing beliefs or mental frameworks. People tend to dismiss unfamiliar perspectives as irrational or deviant when they do not align with their established ways of thinking (Kaplan et al., 2016). Mentoring and transformative learning theory are intrinsically linked through their shared emphasis on critical reflection, personal growth, and the development of new perspectives. Informed by Daloz’s model of transformative learning and mentorship, the basis for this study is Daloz’s theory of mentorship which stresses the primacy of meaning making in people’s lives, especially in periods of developmental transition as many in higher education experience. The mentor’s role is to serve as a guide and confidante throughout the student’s academic progression, offering both support and constructive challenges as necessary to foster growth (Misawa & McClain, 2019). Similarly, transformative learning, as conceptualized by Mezirow, involves a fundamental shift in an individual’s frame of reference through reflective discourse and reassessment of existing assumptions. Mentoring, particularly in academic contexts, serves as a catalyst for such transformation by fostering supportive, dialogic relationships in which mentees are encouraged to critically evaluate their experiences, values, and goals (Southern, 2007). Through personalized guidance and the modelling of reflective thinking, mentors help students navigate complex educational and career trajectories, ultimately leading to increased self-awareness, autonomy, and clarity in decision-making (Billings-Padiachey & Motsisi, 2023). The conceptual framework delineates the connections between mentoring programs and two key outcomes for undergraduate students: academic performance and career clarity. In this framework, mentoring programs function as the independent variable, while academic performance and career clarity are positioned as the dependent variables. Mentoring programs refer to structured initiatives wherein experienced mentors offer guidance, support, and feedback to undergraduate mentees, aiming to enhance their academic achievements and career planning abilities. Academic performance variable encompasses students’ success in academic endeavours, typically measured through metrics such as grades, GPA, course completion rates, and so forth. It is anticipated that mentoring programs positively influence students’ academic capabilities, motivation, and overall educational outcomes. Career clarity involves the extent to which students possess a defined understanding of their career objectives, available career pathways, and professional aspirations. Mentoring is expected to equip students with valuable insights into career opportunities, industry expectations, and self-assessment, thereby fostering more precise career decision-making. Furthermore, academic performance is proposed to serve as a mediating variable between mentoring programs and career clarity. That is, participation in mentoring initiatives may first lead to improvements in students’ academic achievements, which in turn may contribute to a heightened sense of clarity regarding their future careers. Fig. 1. Conceptual framework LITERATURE REVIEW Mentoring and Academic Performance The concept of academic performance in higher education remains broadly defined, with no universally accepted interpretation in existing literature (Casillas et al., 2012). Terms such as academic achievement, success, and performance are frequently used interchangeably, often without clear distinction. 479 Assessing the Effectiveness of Mentoring Programs Vol. 5 No. 4 (November, 2025) Traditionally, academic performance has been evaluated through quantifiable indicators such as Grade Point Average (GPA); however, such measures alone may not adequately capture the multifaceted nature of student development. A more comprehensive understanding encompasses three interrelated dimensions: academic achievement, referring to the attainment of educational goals; competencies, which include both general and discipline-specific skills; and persistence, defined as sustained academic progress toward the completion of a degree. When these components are brought together, they provide a very comprehensive evaluation of students’ performance and growth within the higher education realm (Rodríguez-Hernández et al., 2020). Mentoring programs are instrumental in enhancing educational outcomes of university students. Therefore, academic mentoring is essential for student support in higher education as it is designed to ameliorate academic achievement through focused guidance and by inculcating necessary skillset. Through better grades, increased credit completion, sustained scholarly persistence, and higher retention rates within university programs, mentoring contributes to student performance. A very important aspect of academic mentoring is the mentor’s subject-matter expertise, which is systematically and strategically imparted to mentees to develop their competence and self-assurance in specific academic domains. In addition to subject-matter expertise, educational mentoring caters to students’ learning journeys and aids to enduring literary success through a holistic approach to their intellectual development (Law et al., 2020). Moreover, in academic mentoring model whether structured or informal guidance, students receive the scholarly support and enthusiasm they require to meet the increasing demands of higher education (MacCallum et al., 2005). To enhancing educational attainment, mentors typically assist students to cultivate productive study habits, utilize efficient time management techniques, and take into consideration the challenging subject areas (Irving et al., 2003). They also help students to keep a check at their progress, set practical learning goals, and stay focused in stressful and uncertain circumstances (Fullick et al., 2012). Furthermore, the presence of a supportive mentor is indispensable to cultivate selfconfidence and academic self-efficacy in students which predicts success in higher education. According to the study of Clark et al. (2016), students who regularly engage in mentoring programs have been shown to score higher grade point averages (GPAs), higher rates of course completion, and more persistence towards graduation. Therefore, mentoring programs prove to be impactful tool which elevates academic pursuits and fosters a positive learning atmosphere. Mentoring and Career Clarity The term career can be described as a successive progression of profession related roles which people experience throughout their lives. In contrast, career development refers to an active interaction between employees and organizations as they work together to manage professional experiences, dayto-day tasks, and transitions between various roles and contexts. Regardless of their interconnectedness, career development emphasizes on the long-term results on environmental and personal factors which contribute to the development of professional identity, career advancement, and long-term development (Zacher et al., 2019). In the context of this study, career clarity signifies individual’s ability to comprehend and accept their career-related perceptions and feelings without judgement or avoidance (Wanberg et al., 2006). It also includes mindfulness and clarity of one’s values, interests, and aspirations, which help one make more positive and assured professional decisions (Arslan & Uyar, 2020). Mentoring programs through personalized career counselling, exposure to practical scenarios, and ongoing professional support enable students to better navigate their career paths. Therefore, mentoring based on the idea of career bridges the gap between academic, theoretical learning and the real-world applications of the learning in the workplace. Mentors whether they are peers, seniors, professors, or industry experts contribute greatly in assisting mentees to envision a variety of career options, understand labour market which is suitable for their skills and interests, and pursue career-relevant competencies (Hooley et al., 2016). In addition, they facilitate students to position their scholarly journey with their future aspiration through the provision of organized and thoughtful interactions including topics as goal-setting, career planning, and advisory meetings. These associations are essential in the Nazish & Kang Vol. 5 No. 4 (November, 2025) 480 production of useful information regarding modifying work cultures, industry demands, and important skills set to sustain professional success (Busse, 2021). Mentoring sessions cultivates self-awareness in students about their personal strengths, weaknesses, identify their goals, and develop self-assurance in their professional identities (Garcia-Ortega & Galan-Cubillo, 2021). Moreover, these sessions are necessary to encourage students to make productive career-related decision and for a swift transition from educational environment into an industry. Career mentoring is also important for university students as it provides them with the opportunity to benefit from their mentors’ social capital which ultimately help them to build useful networks, internships, and informational interviews. Such practical engagements, students are able to validate their career choices and contextualize their learning (Davey et al., 2020). Mentors frequently function as role models as their professional expertise influence mentees to deepen their understanding of the possibilities, specifically in academia where support is scare (Kost et al., 2022). Additionally, career mentoring programs not only facilitate career clarity but also assist students cognitively and emotionally with the provision of strategic tools to make wiser decisions (Kiadarbandsari, 2025). Thus, mentoring programs should be recognized as a critical pedagogical and developmental instrument for Pakistan’s higher education which will greatly contribute to students’ and nation’s success. Research Gaps Although the essence of mentoring programs in educational settings is increasingly acknowledged, substantial gaps persist in their structure, execution, and evaluation specifically those institutes which lack formalized frameworks. According to Liaqat et al. (2020), mentorship programs are of great importance in assisting secondary school students with their academic, social, and emotional needs, however it highlights a significant drawback; the scarcity of formal mentoring frameworks. The absence of commitment at the policy level is accompanied by the reliance of informal support networks, which causally consists of family members or ad hoc figures. This gives rise to major concerns of liability, consistency, and efficacy of empirically supported mentoring practices. As stated by Jan and Mahboob (2022), there are major stumbling blocks of e-mentoring, chief among them is the absence of nonverbal communication indicators such as body language and facial expressions which are essential for building rapport, empathy, and trust in mentoring relationships. Notwithstanding, synchronous video technologies may help to overcome the issue to certain degree, yet trust, emotional distance, and confidentiality remain unsettled in online mentoring settings. With respect to official mentoring programs, Zehra et al. (2023) focused more on faculty development while largely taking mentors’ point of views into account and neglecting those of mentees and institutional leaders. This reduces the study’s ability to report a comprehensive mentoring framework. Similarly, the deficiency of longitudinal data in the study makes it hard to understand the lasting effects of mentor training initiatives. The study further highlights the requirement of formalized model yet no replicable framework is offered, and the findings’ generalizability is further repressed by small sample size. The depth of data is further reduced by the exclusion of qualitative techniques such as in-depth interviews. The use of effective mentoring models forms well-established nations as Finland and the United Kingdom in developing context was also criticized by Abetang et al. (2020) for failing to fully consider variations in infrastructure policy, and educational systems. The present study is both relevant and necessary in the light of the gaps. By utilizing a qualitative approach to inspect students’ unique experiences, it has supplied localized and fact-bast perspectives. Examining the effects of mentoring programs on the academic achievement and career clarity of undergraduate students in Karachi can help inform mentoring frameworks tailored to the local context, influence institutional policies, and improve student support systems. Furthermore, the study contributes to filling the void left by the exclusion of mentee voices and the lack of contextual adaptation in existing literature. 481 Assessing the Effectiveness of Mentoring Programs Vol. 5 No. 4 (November, 2025) METHODOLOGY This study adopted a qualitative research design to explore the impact of mentoring programs on undergraduate students’ clarity regarding their future, career planning, personal and professional development, and research skills. A qualitative approach was chosen to gain in-depth insights into students’ lived experiences, perceptions, and reflections that were not easily captured through quantitative methods. The target population consisted of undergraduate students enrolled in public and private universities in Karachi, Pakistan, who had participated in mentoring programs. A purposive sampling technique was used to select participants who could provide rich, relevant, and diverse perspectives. A total of 12 students were interviewed, ensuring representation from various academic disciplines including law, social sciences and humanities and institutional settings (both public and private sectors). Data were collected through semi-structured interviews, which allowed for guided yet flexible conversations. The interview protocol included open-ended questions focused on students’ experiences with mentoring, its influence on their academic and career goals, personal growth, and development of research skills. Open-ended interviews were conducted face-to-face and/or virtually, depending on the participants’ availability and convenience. All interviews were audio-recorded with participants’ consent and later transcribed verbatim. Thematic analysis was used to identify recurring patterns, concepts, and themes across the data. The analysis involved coding the transcripts, organizing codes into broader categories, and interpreting their meanings in relation to the research objectives. NVivo data management software version 14 was used to manage and support the qualitative analysis process. Ethical approval was obtained prior to data collection. Participants were informed about the purpose of the study, and their informed consent was obtained before interviews began in the form of a consent letter. Anonymity and confidentiality were strictly maintained, and participants were assured of their right to withdraw at any time without any consequences. Data Analysis The data were analysed using an inductive thematic approach, guided by Braun and Clarke’s six-phase model (Majumdar, 2019). To ensure deep engagement with the data, two researchers independently read the transcripts multiple times, making initial notes and observations. This process allowed them to become thoroughly familiar with the participants’ narratives. NVivo data management software version 14 was employed to further facilitate data management and analysis. A line-by-line open coding method was applied, enabling codes to emerge organically from the content. The initial stage of data analysis involved the development of concise and descriptive codes. Subsequently, these codes underwent refinement process and consolidation where thematic overlap was identified. To accurately represent emergent and distinct concepts within the data, new codes were incorporated as needed. By following this process, related codes were grouped to form subthemes, which were further synthesized into six main themes which reflected the key influences of informal guidance and help from mentors on mentees’ academic, personal, and career decisions. Since the data consisted of perspectives from two distinct student populations, those attending public and private universities, themes from both sets were compared for alignment and divergence. The final themes were meticulously reviewed, adjusted, and interpreted in the context of existing literature to understand their broader significance. To further intensify the trustworthiness of this study which remains a main concern in qualitative research, two investigators were involved; one is affiliated with a renowned university in Karachi, Pakistan, and the other being the founder of a mentoring program at national level. Moreover, researchers actively sustained a reflexive journal in every step of the research to assist critical self-awareness and to identify potential biases. This profound practice of setting aside preconceptions provided a more objective analysis and allowed for a more authentic insights from the data which reinforced the overall credibility of the study. Nazish & Kang Vol. 5 No. 4 (November, 2025) 482 RESULTS & FINDINGS To evaluate the relevance and clarity of open-ended interview questions, a pilot test was performed before primary data collection phase, with a chosen group of undergraduate students from the researcher’s affiliated university prior to the primary data collection phase. Respondents’ feedback was essential in understanding ambiguous phrases or unnecessary wording which facilitated in improving several interview questions. This process ensured that the concluding interview guide was well structured and aligned with the overall goal of the study. In this study, 12 undergraduate students from six universities in Karachi, Pakistan—three private and three public—were selected through qualitative open-ended interviews. With 6 male students (50%) and 6 female students (50%), the sample was almost genderbalanced. In terms of institutional affiliation, 6 participants (50%) were from public universities, while 6 (50%) belonged to private universities. Furthermore, two qualitative coding techniques—descriptive coding and in-vivo coding—were employed during the data analysis process. In the first cycle of coding, a total of 170 initial codes were generated. These were then refined and consolidated in the second coding cycle, resulting in 64 focused codes. Through an iterative process of analysis and categorization, these codes were organized into 10 subthemes, from which six overarching themes emerged. These final themes represent the core findings of the study and are summarized along with their corresponding subthemes as demonstrated in Figure 1. Fig. 1. Themes and subthemes Theme 1: Absence of Formal Mentoring Programs A consistent finding across all participating universities was the lack of formal mentoring systems. Both public and private universities were reported to have no designated mentor-mentee relationships, trained mentors, or structured mentoring sessions. This gap in formal systems left students without systematic guidance. As one student from a public university stated, “I’ve never heard of any formal mentoring program in our university. If we have questions, we just go to any teacher we feel comfortable with, but there’s no proper system or assigned mentor.” A private university student similarly reflected, “There is no formally structured mentoring program in our university. But it would be really helpful if someone was officially assigned to guide us throughout the degree, especially during the first year when everything feels overwhelming.” These responses underscore a significant institutional gap in providing a formal, reliable mentoring system that can ensure consistency, equity, and a higher degree of support for all students. 483 Assessing the Effectiveness of Mentoring Programs Vol. 5 No. 4 (November, 2025) Theme 2: Reliance on Informal Support Networks Notwithstanding the lack of formal mentorship programs, numerous students expressed their reliance on informal support and help of faculty members, senior students, or departmental staff. These informal support systems were described as an important part of students’ educational journey which facilitated them to work through academic challenges, although their efficacy solely dependent on professors’ availability and willingness. One student from public university reported, “There are some professors who take out some time from their busy schedules. It is not their job but they helped me a lot in understanding my coursework and manage my assignments.” Likewise, another student from private university mentioned, “There is formal system of mentoring in our university, but I know that I can always reach out to my friends or senior students for study relates issues. Still, it’s not confirmed and not a regular thing.” The above-mentioned remarks indicate that informal networks do offer support to a limit, but their reliability and accessibility are very restricted. Theme 3: Focus Areas of Informal Mentorship The third theme focused on the informal mentoring which frequently concentrated on short-term academic requirements such as study plans, techniques, exam preparation, course selection, and so forth. Nonetheless, these interactions were limited to present issues rather than supporting long-term academic or career goals. According to a private university student, “Whenever I felt stuck in choosing my major courses, my professor helped me. But no one really asked me my career goals in depth.” Another student from a public university shared a similar incident, “I have received some advice in the past regarding exam preparation but none of the teachers have ever asked me about my future plans after getting the degree.” These responses indicate that although informal counselling help students with immediate educational needs, it is devoid of proactive career mentoring that could improve students’ professional growth and long-term career clarity. Theme 4: Gender-Inclusive Insights Across Departments This theme intended to examine the reviews of both male and female students about the inclusive aspects of mentoring. Majority of the students expressed a deep desire to have more private sessions where they feel safe to be vulnerable. One respondent from humanities department shared, “Being a girl, I feel hesitant to openly explain my career options, I think there should be a safe and formal environment to discuss these topics.” Male respondent had a similar review, “Whether man or a woman, everyone needs guidance or counselling. It’s not always about academic but also to feel a sense of confidence in what we decide to do in future.” These responses clearly call for a more private and inclusive mentoring programs which can foster a fairer and encouraging environment for all types of students. Theme 5: Student Voices: Praise for Informal Faculty Support Although a lack of formal mentoring programs has been identified yet majority of the students shared positive reviews about their professors who voluntarily acted as mentors. One student from private