<b>Developing a Comprehensive Mentoring Framework for Foreign Graduate Students In U.S. Universities: A Multiple Case Study</b>

<p dir="ltr">This qualitative multiple-case study explored how the academic mentoring experiences and expectations of foreign graduate students (FGS) in U.S. universities influence their graduate program completion self-efficacy (GPCS). Grounded in a conceptual framework that integrates academic mentoring and self-efficacy theory, the study investigated the impact of past, present, and ideal mentoring relationships on FGS perceptions of their ability to successfully complete doctoral programs. Data were collected through two rounds of in-depth, one-hour exploratory interviews with each participant and through document analysis of institutional artifacts—including college and departmental handbooks and mentoring guides. Within-case and cross-case analyses were conducted to generate comprehensive case profiles of the seven participants, offering nuanced insights into culturally informed mentoring expectations, perceived challenges, and supports. A thematic and comparative analysis of mentoring artifacts further identified areas of alignment and misalignment between institutional mentoring practices and the mentoring ideals articulated by FGS. Findings revealed that while current practices often emphasize student self-direction and procedural compliance, FGS participants desired more culturally responsive, emotionally supportive, and proactive mentoring relationships that address their unique and diverse needs. These insights inform the development of an inclusive, culturally responsive constellation academic mentoring framework aimed at improving doctoral retention and completion rates among FGS. The study contributes to policy development, instructional design, and institutional strategies for fostering equitable mentoring environments in higher education.</p>