This section will define mentoring and provide an overview of the impact these relationships can have on students. Furthermore, the section will examine how culturally responsive mentoring can be used as an intervention method by higher education institutions. The concept of mentoring in academic literature dates back to Homer's Odyssey, an ancient Greek poem written more than 3,000 years ago (Colley, 2002). The Odyssey tells the story of King Odysseus' long journeys to return from the Trojan War. During his absence, the king entrusted his kingdom and the care of this newborn to Telemachus, a friend of the king for many years (Colley, 2002; Miller, 2002; Tolentino, 1999). The relationship between the king and Telemachus was seen as one that developed over the years based on mutual affection and respect. According to Otto (1994), mentoring is a relationship based on mutual respect and made by choice, although the mentor has perceived success and/or power to influence the mentee. Daloz (1986) defines mentoring as taking the time to help a person navigate through unfamiliar environments. Although the goal of mentoring relationships may differ depending on the relationship and environmental context, most mentoring relationships focus on the goal of gaining knowledge (Eby, Rhodes, &According to the authors, culturally responsive mentoring is a tool effective in combating achievement challenges faced by African American males (Mitchell & Stewart, 2012). The authors examined data from the mentoring program for African American men at Penn State University to conclude that culturally responsive mentoring increases the academic performance and retention of Black males (Mitchell and Stewart,