This section will define mentoring and provide insight into the impact these relationships can have on students. Additionally, 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 over 3,000 years ago (Colley, 2002). The Odyssey tells the story of the long journeys undertaken by King Odysseus to return from the Trojan War. During the king's absence, he entrusted his kingdom and the care of his grandson to Telemachus, a long-time friend of the king (Colley, 2002; Miller, 2002; Tolentino, 1999). The relationship between the king and Telemachus was seen as one that had 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 even if the mentor has perceived success and/or power of influence on this mentee. Daloz (1986) defines mentoring as taking the time to help an individual navigate unfamiliar environments. Although the goal of mentoring relationships may differ depending on the relationship and environmental context, most mentoring relationships are centered on the goal of gaining knowledge (Eby, Rhodes, and 2005). According to the authors, culturally responsive mentoring is an effective tool to combat success challenges faced by African American men (Mitchell & Stewart, 2012). From their findings, they were able to conclude that culturally responsive mentoring does increase the academic achievement and retention of Black males (Mitchell & Stewart.,