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A Study Of The Effects Of A Mentoring Program On Minority Students Perceptions And Retention
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Book Synopsis A Study of the Effects of a Mentoring Program on Minority Students' Perceptions and Retention by : Rosanna Duester
Download or read book A Study of the Effects of a Mentoring Program on Minority Students' Perceptions and Retention written by Rosanna Duester and published by . This book was released on 1993 with total page 264 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis First-year Minority Student Mentoring Programs by : Darrien Davenport
Download or read book First-year Minority Student Mentoring Programs written by Darrien Davenport and published by . This book was released on 2014 with total page 101 pages. Available in PDF, EPUB and Kindle. Book excerpt: The number of minority undergraduate students seeking the opportunity to attain higher education in the United States is ever growing. While options such as Historically Black Colleges and Universities (HBCU's) may appeal to some minority students, many decide to pursue their education at Predominately White Institutions (PWI's). PWI's are then faced with a scenario that calls for them to respond to the change in campus demographics. While these changing demographics may show a change numerically, there are other cultural and organizational factors that impact the success and progression of a PWI. This research study will investigate the viability of first-year mentoring programs geared toward the transition and retention of minority students. The researcher will also discuss the higher education environments that undergraduate minorities are exposed to and steps that a PWI can take, through the vessel of mentoring, to create an environment that is inclusive of ethnic minority students.
Book Synopsis Perceptions of African American College Students on the Effect of Student Mentorship Programs by : Naomi Christopher
Download or read book Perceptions of African American College Students on the Effect of Student Mentorship Programs written by Naomi Christopher and published by . This book was released on 2017 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Background: Disproportionate failure and health issues of African American students enrolled at institutions of higher learning has been the focus of much discourse. Studies converge on multiple themes of students having inadequate support systems while documenting their experiences relating to students, faculty and non-academic staff of other races. Purpose: In exploring whether mentorship may have a beneficial effect in reversing the trend on the college success rates of African American students, the perception of full-time African American students on the effect of mentorship on their graduation rate and retention was examined. Methods: The participants are all African American college students in varying disciplines to ensure different experiences. First, analyzing the immediate experiences of African American students who have participated in mentorship programs while attending an institution of higher learning, the study developed a framework of mentorship. Second, examining their perception, the study identified several linkages between these students’ campus experiences and their perception of mentorship. In this phenomenological study, data was collected through semi-structured interviews with eight participants. Data was analyzed through a coding mechanism using Carspecken’s critical ethnographic framework, while the theoretical development was based on Mezirow’s grounded theory approach. Results: Results of the study revealed that subjects believed their advisors and peers were unable to relate to their struggles. Those struggles included experiencing greater stress and receiving disproportionately inadequate lack of support from peers and faculty. Subjects overwhelmingly supported mentorship. They felt the trajectory of their academic and post-college journey would have been significantly better if provided mentoring. Conclusion: Based on the study results, universities could formulate a long-term plan to introduce formal mentorship, where mentors would be given rigorous training for mentorship programs. Finally, a successful implementation of mentorship programs based on this study will go a long way towards alleviating a vexing problem in the American education system.
Author :National Academies of Sciences, Engineering, and Medicine Publisher :National Academies Press ISBN 13 :0309497299 Total Pages :307 pages Book Rating :4.3/5 (94 download)
Book Synopsis The Science of Effective Mentorship in STEMM by : National Academies of Sciences, Engineering, and Medicine
Download or read book The Science of Effective Mentorship in STEMM written by National Academies of Sciences, Engineering, and Medicine and published by National Academies Press. This book was released on 2020-01-24 with total page 307 pages. Available in PDF, EPUB and Kindle. Book excerpt: Mentorship is a catalyst capable of unleashing one's potential for discovery, curiosity, and participation in STEMM and subsequently improving the training environment in which that STEMM potential is fostered. Mentoring relationships provide developmental spaces in which students' STEMM skills are honed and pathways into STEMM fields can be discovered. Because mentorship can be so influential in shaping the future STEMM workforce, its occurrence should not be left to chance or idiosyncratic implementation. There is a gap between what we know about effective mentoring and how it is practiced in higher education. The Science of Effective Mentorship in STEMM studies mentoring programs and practices at the undergraduate and graduate levels. It explores the importance of mentorship, the science of mentoring relationships, mentorship of underrepresented students in STEMM, mentorship structures and behaviors, and institutional cultures that support mentorship. This report and its complementary interactive guide present insights on effective programs and practices that can be adopted and adapted by institutions, departments, and individual faculty members.
Book Synopsis Mentoring at Minority Serving Institutions (MSIs) by : Jeton McClinton
Download or read book Mentoring at Minority Serving Institutions (MSIs) written by Jeton McClinton and published by IAP. This book was released on 2018-05-01 with total page 443 pages. Available in PDF, EPUB and Kindle. Book excerpt: The primary thrust of the proposed volume is to provide information for higher education minority serving institutions (MSIs) and other institutions and individuals interested in providing and/or improving mentoring programs and services to a variety of target groups. The editors are interested in how mentorship can produce beneficial outcomes for the mentor that may be similar to or different from outcomes in other educational contexts. Thus, the purpose of this volume is to showcase, through case studies and other forms of empirical research, how successful mentoring programs and relationships at MSIs have been designed and implemented. Additionally, we will examine the various definitions and slight variations of the meaning of the construct of mentoring within the MSI context. It is our intent to share aspects of mentoring programs and relationships as well as their outcomes that have heretofore been underrepresented and underreported in the research literature.
Book Synopsis A Case Study of Mentoring's Impact on Retention at Dallas Christian College by : Crystal D. Laidacker
Download or read book A Case Study of Mentoring's Impact on Retention at Dallas Christian College written by Crystal D. Laidacker and published by . This book was released on 2010 with total page 216 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this descriptive case study is to show how mentoring impacts retention on the campus of Dallas Christian College. Three research questions were addressed in the case study. First, how does the mentoring plan at Dallas Christian College compare with mentoring plans at other Christian colleges? The mentoring plan at Dallas Christian College includes mentoring in the same areas other comparison institutions are such as academic mentoring and outside mentoring as well as in many other areas such as peer mentoring and faculty mentoring. Second, how does the mentoring plan at Dallas Christian College impact retention? It does have a positive impact on retention as retention has gone up since the initial phase of mentoring was introduced and retention has remained stable since that time. And finally, what are student perceptions regarding mentoring at Dallas Christian College? Student perceptions regarding mentors in all areas are positive with one exception. Student perceptions may be improved through a more intentional approach to faculty mentoring at the freshman level. Research tools utilized to address the questions of this case study included an analysis of the retention data, a survey of new students included in the current analysis, a review of results from a nationally-recognized survey measuring student satisfaction including the comparison with other similar institutions, a survey of retained students, and student interviews. The researcher looked for trends indicating participation in mentoring and actual enrollment data. The results may have direct impact on the current mentoring program at Dallas Christian College, but they also provide valuable insight to other faith-based postsecondary institutions in particular. Secular institutions may also benefit from reviewing the results.
Book Synopsis An Exploration of a Mentoring Program on the Experiences of African-American Students at a Predominately White Institution by :
Download or read book An Exploration of a Mentoring Program on the Experiences of African-American Students at a Predominately White Institution written by and published by . This book was released on 2020 with total page 105 pages. Available in PDF, EPUB and Kindle. Book excerpt: Many African-American college students face struggles that make a successful college career and retention difficult or impossible. Financial struggles, lack of preparation, racial climate on campus and nationally and absence of faculty of color plague the lives of students. Being an African-American student at a Predominately White Institution (PWI) can pose additional challenges. Many minority students report experiencing various acts of prejudice including lack of nurturing and resources to help them adjust successfully. Students also report the absence or scarcity of minorities in the faculty, curriculum and population as a barrier to connection, knowledge and support. Considering the important role that mentorship plays in the lives of African-Americans, mentorship programs are a possible avenue for support for African-American college students. The purpose of this dissertation is to better understand the experiences of these students currently enrolled in the Helping College Students Mentorship Program(HCSFS). The following questions guided my inquiry: (1) How do participants describe the impact of the program (2) How do the participants experience the program (3) What experiences have been the most/least successful (3) Would participants recommend the program to someone else, why or why not and, (4) What impact do participants feel the program has had on their endurance and persistence in college? Two focus groups of five mentees each participated in the study. Implications for this study include hearing the varied needs of African-American college students, the role of spiritual leaders, and the impact involvment in a mentoring program while a student at a PWI.
Book Synopsis The Impact of a First-year Experience Program on the Retention of Underrepresented Students at a Predominately White Institution by : Karen DeVose
Download or read book The Impact of a First-year Experience Program on the Retention of Underrepresented Students at a Predominately White Institution written by Karen DeVose and published by . This book was released on 2019 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to explore the impact of a first-year experience program on the retention of underrepresented minority students at an urban private predominately White institution. The study addressed the following research question: How do students articulate the value of their first-year experience program in helping them persist from freshman to sophomore year? The researcher conducted an interpretive phenomenological analysis (IPA) through three semi-structured interviews with four self-identified underrepresented minority undergraduate students to examine their perceptions of how the program influenced their retention from freshman to sophomore year. In the final analysis, each interviewee felt that the first-year experience program could contribute to their ability to be retained until their sophomore year. The study also concluded that peer mentoring has a positive effect on social integration, retention, and student satisfaction with the university for first-year unrepresented minority students. Therefore, this study recommends that the Student Success Program change its mentorship model from a cascade to a peer mentorship model to improve retention and social integration for underrepresented minority students in their first year.
Book Synopsis Mentorability by : Victoria Gandaría Black
Download or read book Mentorability written by Victoria Gandaría Black and published by . This book was released on 2020 with total page 412 pages. Available in PDF, EPUB and Kindle. Book excerpt: Higher education institutions have emphasized retention as one of the measurable outcomes linked with institutional performance, state and federal funding appropriations, and publicized rankings (Hagedorn, 2012). Therefore, higher education institutions intentionally have become more focused on providing a robust first-year college experience, including high-impact practices intended to help with adjustment, transition, and retention of students during their first year. One high-impact practice is a formal mentoring program focused on relationship building, positive peer support, and social guidance (Kuh, Cruce, Shoup, Kinzie, & Gonyea, 2008; Kuh, Kinzie, Buckley, Bridges & Hayek, 2006). More specifically, peer mentoring is an important component of a student’s first year and undergraduate experience (Crisp & Cruz, 2009; Crisp et al., 2017; Gershenfeld, 2014; Jacobi, 1991; Miller, 2004). Mentorability is a term that conceptualizes mentees’ ability to engage in a mutually beneficial and developmental relationship (Reddick, 2014). It focuses on mentees understanding of their role and responsibilities engaging in the relationship. This study employed a phenomenological approach in examining how 17 mentees described their lived experiences of and how they perceived their ability to commit, contribute, and engage in a peer mentoring partnership in a formal mentoring program at an Hispanic Serving Institution. The key findings of the study demonstrated: (1) mentorability as a process: from unclear expectations to viewing a mentor as a lifeline for success; (2) mentees as information seekers and mentors as influential contributors; and (3) communication and open-mindedness as key mentee contributions, trust as a gatekeeper for relationship formation, and mentorability as multi-level of exchange including understanding a mentee’s role extends beyond the reciprocity with the mentor to other peers. Drawing from three social science theories, this study introduces a mentorability conceptual model for practice derived from findings from the study (Astin, 1993; Lin, 2001; Cropanzano et al., 2017). Additional findings, and implications for future research, practice, and theory are discussed
Book Synopsis Lighting the Way by : Philip Sheridan Burnham
Download or read book Lighting the Way written by Philip Sheridan Burnham and published by . This book was released on 2013 with total page 72 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study investigates whether having a higher education professional serve as a mentor increases the retention rate of first generation college students and the role institutional culture plays in a student's desire to remain at the university. The Principal Investigator (PI) hypothesized that the institution does send subtle messages of inferiority to first generation college students and having a higher education professional serving as an academic mentor does increase the retention of this population. Twelve students within Central Connecticut State University's Educational Opportunity Program took a twenty question online survey which measured students' perception of the campus environment, academic role models, and how the two impact their retention. Four of those twelve students elected to take part in an in-person, follow up interview, which allowed the PI to obtain more elaborative answers. The research shows that having an academic mentor does increase the retention rate of first generation college students and the university does send subtle messages of inferiority to first generation college students. Since most of the research up to this point deals with difficulties faced by first generation college students, the effectiveness of college programs which cater to this population, or what makes a TRIO program successful, this study contributes to the discussion by looking at how academic mentoring influences the perceptions of first generation college students, and how those perceptions affect their retention. Study limitations include the fact that this research focuses on one program on one campus, a small sample, a less diverse sample than desirable, and the tight timeframe. Future research may look at how the experience of Central Connecticut State University students compare to those students at another university and the academic experience of men.
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2005 with total page 516 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Impact of Mentoring on the Persistence of Minority Students at the University of Wisconsin-Madison by : Esrold Anthony Nurse
Download or read book The Impact of Mentoring on the Persistence of Minority Students at the University of Wisconsin-Madison written by Esrold Anthony Nurse and published by . This book was released on 1994 with total page 322 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Blacks in College by : Jacqueline Fleming
Download or read book Blacks in College written by Jacqueline Fleming and published by Jossey-Bass. This book was released on 1984-11-26 with total page 296 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Community College Students’ Perceptions of the Effects of Peer Mentoring on Their Sense of Belonging by : Bryan Keith Sullins
Download or read book Community College Students’ Perceptions of the Effects of Peer Mentoring on Their Sense of Belonging written by Bryan Keith Sullins and published by . This book was released on 2020 with total page 118 pages. Available in PDF, EPUB and Kindle. Book excerpt: Community college students are less likely to complete their educational objectives than are students who attend 4-year institutions. Students who opt out of the recommended remedial coursework in the foundational subjects of reading, writing, and math may be further disadvantaged when attempting college level coursework. As one way to reduce this disadvantage, peer mentoring’s positive influence on retention, student development, and success in college is well-documented in higher education literature. Additionally, an increasing number of research articles espouse students’ sense of belonging as a critical factor in these same areas. What the extant literature fails to closely examine are the ways in which peer mentoring influences the two dimensions of sense of belonging in college--peer belonging and institutional attachment. This is a descriptive study designed to explore students' perceptions and experiences surrounding the ways in which the peer mentor relationships affected their sense of belonging in college. Using exemplar methodology, I selected mentees who exhibited at least one of the criteria of well-mentored students--students who were mentored in accordance with the college's QEP requirements. The findings in this study suggest sense of belonging was affected by peer mentor interventions. Semi-structured interviews with the well-mentored students in this study suggest when peer mentors behaved in accordance with the exemplar criteria, sense of belonging was improved. With few exceptions, all three participants credited their peer mentors with having influenced their sense of belonging. This study sheds light on the underexplored association between peer mentoring and sense of belonging. The findings in this study suggest peer mentoring is an effective strategy to influence sense of belonging in the areas of connectedness, engagement, and transition. Peer mentors serve as facilitators of sense of belonging when they bridge academic and social aspects of college life for students whom they mentor. The experience gained in this study may be informative to the design, evaluation, or redesign of peer mentor programs at other higher education institutions.
Book Synopsis The Effects of Mentoring on Mentees and Mentors in the TRiO Mentoring Program at Idaho State University by : Evadne Elizabeth Ngazimbi
Download or read book The Effects of Mentoring on Mentees and Mentors in the TRiO Mentoring Program at Idaho State University written by Evadne Elizabeth Ngazimbi and published by . This book was released on 2003 with total page 128 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to establish the effectiveness of the Idaho State University TRiO mentoring program through analysis of data collected from mentors and mentees who participated in the program from 1997 to the spring 2003 semester. Data was collected with a self-administered questionnaire consisting of six demographic questions and 11 statements to be ranked on a Likert scale according to the respondent's opinion. Results showed that across all the variables, the emotional support construct ranked higher than the academic skills construct and had higher mean scores. The emotional support construct was linked with retention in college through students' perceptions that their chances for graduation had increased.
Book Synopsis Can Cross-Race Mentoring Help Minority Students and Break Down Prejudice? by :
Download or read book Can Cross-Race Mentoring Help Minority Students and Break Down Prejudice? written by and published by . This book was released on 2012 with total page 168 pages. Available in PDF, EPUB and Kindle. Book excerpt: Cross-race mentoring relationships are of interest to the theory and practice of mentoring and they also speak to a longstanding problem in the sociological study of prejudice. The mentoring literature reveals some disagreement regarding the advisability of cross-race matching for young protégés. Some researchers stress same-race matching, while others emphasize the problem this creates for minority's facing a dearth of mentors. Sociologists and psychologists, on the other hand, have amassed evidence showing support for a contact hypothesis, which states frequent intergroup contact between equal-status members can lead to improved perceptions of the Other. However, to date, the contact hypothesis has not been explored in the context of mentoring relationships between white adults and minority youth. This Thesis hopes to fill these gaps in the literature. The purpose of this Thesis is to better understand the perceptions and understandings mentors and protégés attach to their cross-race mentoring relationship. It is primarily concerned with identifying the conditions that lead to successful outcomes of interracial mentoring experiences. Specifically, this study explores the perceptions of white adult mentors and black and Latino protégés of their activities, interactions, and their views on the advantages and drawbacks of their cross-race mentoring relationship. This study explores mentors and protégés in cross-race mentoring relationships to grasp a better idea of the meanings each mentoring partner attaches to their mentoring experience. Respondents are sampled from one formal mentoring program at a four-year university. Nine mentors and eleven protégés are interviewed following a semi-structured format. From this sample of twenty participants, six complete pairs participated. The remaining seven respondents make up the supplemental data group, as their mentoring partner did not participate in this study. This study suggests that the intergroup contact theory is useful in explaining the outcomes of these cross-race mentoring relationships. Not only does this Thesis support the intergroup contact theory, it also broadens our understanding by painting a more complete picture of how the optimal conditions emerge and work to strengthen and reinforce one another. Additionally, this research highlights how important understanding both the in-group and out-group member's perceptions are when exploring cross-race mentoring relationships and the intergroup contact theory. Finally, this study supports the notion that a mentoring program's structure is an important feature that can greatly enhance or inhibit mentoring bonds between mentors and protégés.
Book Synopsis The Impact of Mentoring on African-American Males Who Test Into Remedial Courses at a Predominantly White Community College by : Leonard C. Bass
Download or read book The Impact of Mentoring on African-American Males Who Test Into Remedial Courses at a Predominantly White Community College written by Leonard C. Bass and published by . This book was released on 2011 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Ed. D.
