Tailoring Mentorship: Evidence on Diverse Needs and Application Patterns for High School Students

Abstract

We investigate enrollment in a mentoring program aimed at promoting transition to tertiary education for high school students. Females exhibit both higher initial interest and application completion, while immigrants and financially constrained students initially express higher interest but ultimately are not more likely to apply. Survey results highlight a common preference for shared academic interests, but variations emerge: females prefer same-gender mentors, immigrants value shared cultural traits, and financially constrained individuals lean toward mentors from the same municipality. This suggests that programs targeting underrepresented students should be aware of potential barriers to take-up and promote recruiting mentors with similar background.