Date of Award

Winter 3-1-2025

Document Type

Thesis

Degree Name

Master of Arts (MA)

Department

School of Communication

First Advisor

Judith Roberts

Abstract

This study investigates the role of interpersonal communication in faculty and staff mentorship and its impact on undergraduate student retention, focusing on struggling students at Louisiana Tech University. With a national retention rate of 68.2% and persistent disparities among underrepresented groups, improving student retention remains a critical issue in higher education. The research addresses a gap in understanding how communication practices, such as active listening, empathy, and constructive feedback, influence mentorship effectiveness. Guided by Interpersonal Communication Theory and Social Support Theory, this qualitative study utilized semi-structured interviews with 12 undergraduate students. Thematic analysis revealed key findings: mentors who demonstrated empathy, maintained proactive and accessible communication, fostered trust and open dialogue, and provided supportive feedback significantly enhanced students ’sense of belonging and academic confidence. These practices contributed to students' academic persistence and overall retention. The study offers practical recommendations for designing mentorship programs that emphasize effective communication, alongside suggestions for future research on mentorship dynamics. These findings highlight the importance of relational support in fostering student success and advancing institutional retention strategies.

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