This evidenced-based study was conducted using a systemic review of the literature to verify scholarly consensus about the effectiveness of mentoring as an intervention to impact college completion for underrepresented students in a community college setting. The study explored the impact of having access to mentors for the target population: ethnic minority, first-generation, nontraditional, and any student who may be contextually designated as a minority within a postsecondary setting. For its context the study considered the changing demographics of the United States, increasingly diverse student populations, persistent and lagging ethnic minority academic skills gaps, and dismal completion rates of some populations. Informed by contemporary scholarship and the theoretical frameworks of Tinto's (1975) Social Integration and Steele's (2010) Stereotype Threat, this study first explores national demographic trends to understand the characteristics and challenges associated with the target population as it moves into the college setting. The study further considers existing student support interventions and examines the importance of students' acclimation to a college setting as measured by a student's heightened level of social integration and academic responsibility, sense of belonging, and evolving scholar-self. Outcomes of evidenced-based research show positive benefits for participants from being paired with mentors, illustrate the complex language of mentoring, suggest the need for clarity of definitions associated with mentorship and its topologies, and offer insight into external and internal influences that either act as barriers to interventional success or provide concerted support. Based on empirical scholarship, the study also analyzes management and organizational approaches to an effective mentoring intervention as related to programmatic design, algorithms for aligning participants (mentor and protege pairing), and the participants' explicit obligations. Implications for future research on mentoring within the community college setting include investigating its impact by gender and by status (i.e., part-time or full-time enrollment). The study's findings offer insights into the importance of community colleges developing effective mentoring models to address a heightened need for America's postsecondary institutions to continue preparing literate work-force ready individuals for the global marketplace. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]