This paper summarizes a research study on women in three programs designed to recruit, retain, and graduate persons of color at the University of Minnesota. The literature on mentoring is reviewed in terms of social integration, academic integration, a supportive institutional climate, and quality mentoring. The study used qualitative case study methodology in interviews with students, faculty mentors, and administrators in the three mentoring programs, two of which (biological sciences and business administration) had limited minority participation and one (education) with relatively greater minority student and faculty representation. American Indian students were the focus of the program within the graduate school of business administration; all minorities and females within an intensive summer undergraduate workshop in biological sciences; and African Americans within the graduate program in education. Interviews examined how students, faculty, and administrators perceived the mentoring process, the climate at the University for persons of color, and how mentoring enriched students' experiences. Specific recommendations are offered to the regents; to the University president; to the vice presidents/administrators, deans, and departments; to the graduate school; to the faculty; and to graduate students. (Contains 29 references.) (MAH)