What predicts resource provision in college mentoring relationships?

Disclosure—the sharing of personal information—has long been appreciated as a key element of strong, close relationships. But its exploration in educational contexts has been limited. In the present study, we examine whether disclosure in mentoring relationships between a college student and a school-based “adult” is associated with benefits, controlling for the student’s achievement and assessments of their potential. Using data from a selective university that includes both mentor and mentee reports (N=143 pairs), we find that mentoring relationships characterized by greater personal disclosure provide mentees with more resources and continue to a greater extent after mentees graduate.