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Author :
Publisher :
ISBN 13 :
Total Pages : 378 pages
Book Rating : 4.:/5 (11 download)
Download or read book Perceptions of First-generation College Students as Tutors and Mentors written by and published by . This book was released on 2017 with total page 378 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Dyan Robinson
Publisher :
ISBN 13 :
Total Pages : 296 pages
Book Rating : 4.:/5 (18 download)
Download or read book Perceptions of First-year College Students written by Dyan Robinson and published by . This book was released on 2018 with total page 296 pages. Available in PDF, EPUB and Kindle. Book excerpt: Almost half of the students who begin college are not retained at the institution in which they began. The purpose of this research was to explore the perceptions of first-year college students and the impact peer mentoring has on student success. This quantitative study utilized the College Student Mentoring Scale to measure perceptions of first-year students. The survey questions students on interrelated constructs which are, Psychological and Emotional Support, Degree and Career Support, Academic Subject Knowledge Support and The Existence of a Role Model. The research found that gender and academic background are factors that impact first-year students’ perceptions of a peer mentoring. Additional findings indicated that response levels were highest for the areas of Academic Subject Knowledge Support and The Existence of a Role Model. It is the intention that this study will add to the limited existent research on peer mentoring in higher education. Also, it will assist in future policies and practices by providing a foundation of the components that influence first-year student success through improving effectiveness of peer mentoring programs.
Author : Philip Sheridan Burnham
Publisher :
ISBN 13 :
Total Pages : 72 pages
Book Rating : 4.:/5 (855 download)
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.
Author : Vickie L. Harvey
Publisher : John Wiley & Sons
ISBN 13 : 1118142144
Total Pages : 121 pages
Book Rating : 4.1/5 (181 download)
Download or read book Faculty and First-Generation College Students: Bridging the Classroom Gap Together written by Vickie L. Harvey and published by John Wiley & Sons. This book was released on 2011-10-11 with total page 121 pages. Available in PDF, EPUB and Kindle. Book excerpt: From the Editor The population of first-generation college students (FGS) is increasing in an ever-tightening economy, a time when employers demand a college degree even for an initial interview. According to a 2007 study by UCLA?s Higher Education Research Institute, nearly one in six freshmen at American four-year institutions is firstgeneration. However, FGS often straddle different cultures between school and home, and many feel socially, ethnically, academically, and emotionally marginalized on campus. Because of these disparities, FGS frequently encounter barriers to academic success and require additional campus support resources. Some institutions offer increased financial aid and loan-free aid packages to FGS, but these remedies?although welcome?do not fully address the diverse and complex challenges that these students experience. Responding to these complexities, this volume?s chapters extend previous research by examining the multiple transitions experienced by both undergraduate and graduate FGS. This volume?s cuttingedge research will help college and university administrators, faculty, and staff work better with FGS through more effective pedagogy and institutional programs. Ultimately, this volume affirms how learning communities are strengthened when they include diverse student populations such as FGS and meet their particular emotional, academic, and financial needs.
Author : Tucker Lamar Jones
Publisher :
ISBN 13 :
Total Pages : 0 pages
Book Rating : 4.:/5 (134 download)
Download or read book Unintended Barriers written by Tucker Lamar Jones and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Prior research has shown that instructors often engage in behaviors that (for better or worse) substantially impact their students' subjective experiences within the class. For example, recent research has shown that instructors' subjective experiences during class are likely to "trickle down" and influence the subjective experiences of their students which, in turn, can impact students' engagement and performance on assessments (Saucier et al., in press). Given the ease at which certain students (e.g., first-generation college students, students who feel like they do not belong in higher education) may be likely to misinterpret and react negatively toward common and unintentional instructor behaviors (e.g., low energy level, use of highly technical language), more research that explores the extent to which students' generational status (i.e., being a first-generation vs. a continuing-generation college student) and/or overall sense of belonging in higher education is related to their perceptions of and anticipated responses to various instructor behaviors is needed. As such, two studies were designed to systematically examine the extent to which students' generational status and/or the extent to which they feel like they do (or do not) belong in higher education is related to their perceptions of and anticipated responses toward various instructor behaviors. Study 1 examined the differences between first-generation and continuing-generation college students in their perceptions of and anticipated responses to instructor behaviors that are positive, neutral, or negative. Although there were no differences between these students in their perceptions of and anticipated responses toward the different instructor behaviors, the results from Study 1 clearly show the substantial impact that instructors' behaviors can have on their students' subjective experiences. Students in Study 1 tended to agree more strongly that they had especially favorable perceptions of and anticipated responses toward positive instructor behaviors than neutral or negative instructor behaviors. Study 2 examined the extent to which first-generation and continuing-generation college students' overall sense of belonging is related to their perceptions of the same instructor behaviors that were used in Study 1. The results from Study 2 generally replicated those from Study 1, but also showed that sense of belonging is significantly related to first-generation and continuing-generation college students' perceptions of and anticipated responses toward various instructor behaviors. More specifically, continuing-generation college students with a lower overall sense of belonging tended to rate positive instructor behaviors more negatively, whereas first-generation college students with a higher overall sense of belonging tended to rate negative instructor behaviors more favorably. Overall, the results from these studies contribute to the extant literatures on instructor behaviors, first-generation and continuing-generation college students, and students' sense of belonging within higher education. Further, by identifying the instructor behaviors that (for better or worse) impact students' subjective experiences during class, the results from the current investigation have the potential to inform professional development programs that will attempt to maximize positive instructor behaviors, minimize negative instructor behaviors, and, in doing so, enhance the subjective experiences for both students and instructors.
Author : Sinclair Goodlad
Publisher : Routledge
ISBN 13 : 1134985606
Total Pages : 342 pages
Book Rating : 4.1/5 (349 download)
Download or read book Mentoring and Tutoring by Students written by Sinclair Goodlad and published by Routledge. This book was released on 2013-04-15 with total page 342 pages. Available in PDF, EPUB and Kindle. Book excerpt: Schemes involving students as tutors are in place in many countries. This work aims to stimulate and encourage the use of an educational technique through which teachers in tertiary and secondary education can amplify and extend their influence - through the deployment of students as tutors.
Author : Felicia M. Townsend-Gr̤een
Publisher :
ISBN 13 :
Total Pages : 179 pages
Book Rating : 4.:/5 (55 download)
Download or read book Perceptions of African American College Students Relative to the Helpful Behaviors of Peer Mentors who Assisted Them During Freshman Year College Adjustment in a Predominantly White Institution written by Felicia M. Townsend-Gr̤een and published by . This book was released on 2009 with total page 179 pages. Available in PDF, EPUB and Kindle. Book excerpt: This research study was designed to address the research question: "What are the perceptions of African American college students relative to the helpful behaviors of peer mentors who assisted them during Freshman year college adjustment in a predominately White institution?" All participants of the study were undergraduate students attending Kent State University, for at least one semester and participants of The Student Multicultural Center's "University Mentoring Program." The goal of the study was to broaden our understanding of the contexts of African American freshmen on predominantly White campuses, as well as to add to the dialogue concerning how to be assistive to African American students in these environments. Q-methodology was utilized to address the research question. The PQ Method software was used for data/factor analysis. The main source of information was 40 African American students (appropriate N for Q studies) who sorted a set of Q-sample statements (40) according to conditions of instructions and their subjective perspective. As a result of data analysis, four factors or student perspectives relative to mentor helpfulness were identified. The Factors included, Factor 1: Providing Tips For Academic Success, Factor 2: Interpersonal Connectedness, Factor 3: Accessible and Knowledgeable, and Factor 4: Nurturing Friendship. Relative to the significant diversity that exists among African American students, implications of this study suggest that different groups of students have differing perceived needs relative to the helpful qualities of a peer mentor. The continued study of related issues pertaining to mentoring and the college adjustment of African American freshmen may be helpful in aiding faculty and administrators in higher education, counselor educators, high school counselors, faculty and administrators, and programs that seek to serve African American freshmen.
Download or read book Dictionnaire géographique portatif de la France, ou l'on donne une connoissance exacte des provinces, gouvernemens, villes, bourgs, villages, fleuves, rivières, abbayes, etc written by and published by . This book was released on 1765 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Lee Ward
Publisher : John Wiley & Sons
ISBN 13 : 0470474440
Total Pages : 180 pages
Book Rating : 4.4/5 (74 download)
Download or read book First-Generation College Students written by Lee Ward and published by John Wiley & Sons. This book was released on 2012-07-10 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt: FIRST-GENERATION COLLEGE STUDENTS "…a concise, manageable, lucid summary of the best scholarship, practices, and future-oriented thinking about how to effectively recruit, educate, develop, retain, and ultimately graduate first-generation students." —from the foreword by JOHN N. GARDNER First-generation students are frequently marginalized on their campuses, treated with benign disregard, and placed at a competitive disadvantage because of their invisibility. While they include 51% of all undergraduates, or approximately 9.3 million students, they are less likely than their peers to earn degrees. Among students enrolled in two-year institutions, they are significantly less likely to persist into a second year. First-Generation College Students offers academic leaders and student affairs professionals a guide for understanding the special challenges and common barriers these students face and provides the necessary strategies for helping them transition through and graduate from their chosen institutions. Based in solid research, the authors describe best practices and include suggestions and techniques that can help leaders design and implement effective curricula, out-of-class learning experiences, and student support services, as well as develop strategic plans that address issues sure to arise in the future. The authors offer an analysis of first-generation student expectations for college life and academics and examine the powerful role cultural capital plays in shaping their experiences and socialization. Providing a template for other campuses, the book highlights programmatic initiatives at colleges around the county that effectively serve first-generation students and create a powerful learning environment for their success. First-Generation College Students provides a much-needed portrait of the cognitive, developmental, and social factors that affect the college-going experiences and retention rates of this growing population of college students.
Author : Samantha Swift
Publisher :
ISBN 13 : 9781321629033
Total Pages : 52 pages
Book Rating : 4.6/5 (29 download)
Download or read book Mentoring of First Generation College Students written by Samantha Swift and published by . This book was released on 2015 with total page 52 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: This quantitative study explored the perceived value of mentoring among mentors and mentees in the Partners for Success Program at California State University, Long Beach. Aspects of academic success were compared between mentees and randomly selected undergraduates not in the program. The sample size was 271 (27 mentors, 136 mentees, and 108 other undergraduates). A self-administered online survey measured values of mentoring, social support, and self-efficacy. GPAs were self-reported. Mentees valued career help significantly more than mentors. Both groups rated teaching, career counseling, and trust most highly. European Americans had significantly higher social support scores than Latino/Hispanics. Among mentees, self-efficacy was positively correlated with academic performance. It is recommended that academic mentoring programs focus their efforts on fostering trust and providing advisement. Special attention should be paid to the availability of social capital, especially among ethnic minorities.
Author : Xan Arch
Publisher : Bloomsbury Publishing USA
ISBN 13 :
Total Pages : 154 pages
Book Rating : 4.2/5 (16 download)
Download or read book Academic Library Services for First-Generation Students written by Xan Arch and published by Bloomsbury Publishing USA. This book was released on 2020-07-16 with total page 154 pages. Available in PDF, EPUB and Kindle. Book excerpt: Presenting strategies for improving academic library services for first-generation students, this timely book focuses on programs and services that will increase student academic engagement and success. Demographic data and secondary school graduation rates suggest that colleges and universities will enroll growing numbers of first-generation students over the next decade. Academic Library Services for First-Generation Students focuses on ways academic libraries can uniquely contribute to the successful transition to college and year-to-year retention of first-generation students. The practical recommendations in this book include a wide range of ideas for the design and modification of library services and facilities to be more inclusive of the needs of first-generation students. All of the recommendations are specifically aimed at addressing challenges faced by first-generation students. Topics covered range from study spaces and service points to information literacy instruction and campus partnerships. The book makes the case—both explicitly and implicitly—that academic libraries can help address known risk factors (e.g., by helping students build academic cultural competencies) and thereby improve success, persistence, and retention for first-generation students. Academic library professionals in both leadership roles and public service positions will benefit from the actionable strategies presented here.
Author : Linda F. Nathan
Publisher : Beacon Press
ISBN 13 : 0807042994
Total Pages : 186 pages
Book Rating : 4.8/5 (7 download)
Download or read book When Grit Isn't Enough written by Linda F. Nathan and published by Beacon Press. This book was released on 2017-10-17 with total page 186 pages. Available in PDF, EPUB and Kindle. Book excerpt: Examines major myths informing American education and explores how educators can better serve students, increase college retention rates, and develop alternatives to college that don’t disadvantage students on the basis of race or income Each year, as the founding headmaster of the Boston Arts Academy (BAA), an urban high school that boasts a 94 percent college acceptance rate, Linda Nathan made a promise to the incoming freshmen: “All of you will graduate from high school and go on to college or a career.” After fourteen years at the helm, Nathan stepped down and took stock of her alumni: of those who went to college, a third dropped out. Feeling like she failed to fulfill her promise, Nathan reflected on ideas she and others have perpetuated about education: that college is for all, that hard work and determination are enough to get you through, that America is a land of equality. In When Grit Isn’t Enough, Nathan investigates five assumptions that inform our ideas about education today, revealing how these beliefs mask systemic inequity. Seeing a rift between these false promises and the lived experiences of her students, she argues that it is time for educators to face these uncomfortable issues head-on and explores how educators can better serve all students, increase college retention rates, and develop alternatives to college that don’t disadvantage students on the basis of race or income. Drawing on the voices of BAA alumni whose stories provide a window through which to view urban education today, When Grit Isn’t Enough helps imagine greater purposes for schooling.
Author : Elizabeth R. Reisner
Publisher :
ISBN 13 :
Total Pages : 80 pages
Book Rating : 4.:/5 (327 download)
Download or read book A Review of Programs Involving College Students as Tutors Or Mentors in Grades K-12 written by Elizabeth R. Reisner and published by . This book was released on 1990 with total page 80 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Gloria Crisp
Publisher : John Wiley & Sons
ISBN 13 : 1119382335
Total Pages : 124 pages
Book Rating : 4.1/5 (193 download)
Download or read book Mentoring Undergraduate Students written by Gloria Crisp and published by John Wiley & Sons. This book was released on 2017-01-25 with total page 124 pages. Available in PDF, EPUB and Kindle. Book excerpt: Take a critical look at the theory and recent empirical research specific to mentoring undergraduate students. This monograph: Explains how mentoring has been defined and conceptualized by scholars to date, Considers how recent mentoring scholarship has begun to distinguish mentoring from other developmental relationships, Synthesizes recent empirical findings, Describes prevalent types of formalized programs under which mentoring relationships are situated, and Reviews existing and emerging theoretical frameworks. This monograph also identifies empirical and theoretical questions and presents research to better understand the role of mentoring in promoting social justice and equity. Presenting recommendations for developing, implementing and evaluating formal mentoring programs, it concludes with an integrated conceptual framework to explain best-practice conditions and characteristics for these programs. This is the first issue of the 43rd volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.
Author : Naomi Christopher
Publisher :
ISBN 13 :
Total Pages : pages
Book Rating : 4.:/5 (12 download)
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 :
Publisher :
ISBN 13 :
Total Pages : 756 pages
Book Rating : 4.U/5 (183 download)
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 756 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Luciano Berardi
Publisher :
ISBN 13 :
Total Pages : 90 pages
Book Rating : 4.:/5 (863 download)
Download or read book The First Year College Experience written by Luciano Berardi and published by . This book was released on 2012 with total page 90 pages. Available in PDF, EPUB and Kindle. Book excerpt: Literature on college mentoring suggests that mentoring relationships has a positive effect on college students' outcomes (Crisp & Cruz, 2009; Jacobi, 1991). The purpose of this study was to examine the roles of parental attachment and help-seeking strategies in the number of mentoring relationships reported by college students and the role of mentoring in students' adjustment to the first year transition to college. Moos' (2002) theoretical framework is used to root the study on an ecological viewpoint of college transition, because it proposes that individual characteristics and the environment thought which a person transitions affect one another and influence individual functioning and psychosocial outcomes. Participants for this investigation are 452 first-year students who completed an online survey. Participants' ages are between 17 and 23 years old (M = 18.6; SD = 0.6). Participants are 71% female (n=322), 41% (n=184) is ethnic minority, and 36% (n=165) is first-generation college students. The first hypothesis is that higher levels of parental attachment will significantly predict the number of natural mentoring relationships. Second, it is expected that higher levels of parental attachment will significantly predict more help-seeking behaviors. Third, it is expected that help-seeking strategies will mediate the association between attachment to parents and the number of mentors. Finally, is expected that more natural mentoring relationships on campus will predict a more healthy college adjustment to college. Further, among students who have mentoring relationships, the role of the quality of these relationships in students' adjustment will be examined. The quality of relationships will be examined via 1) the frequency of contact between mentors and mentees; 2) students' perception of mentors' support, and 3) the satisfaction with support provided by mentors. Structural equation modeling is used to test study hypotheses. Participants in this study identified a diversity of NMRs on campus (i.e., faculty, graduate students, advanced peer, academic advisor and staff). A linear pathway was found in which higher levels of attachment to parents was significantly associated with a higher likelihood of students' seeking help when confronted with problems; and higher levels of help-seeking behaviors were significantly related with the presence of NMRs. Similarly, attachment to parents and help seeking behaviors were found to predict students' healthier adjustment. However, the presence and the quality of NMRs (i.e. frequency, support and support satisfaction) were not found to significantly predict first year students' college adjustment. The present study also shows that, for students with NMRs, the number of NMRs is positively related to their adjustment to college. That is, more NMRs reported by students is related to a healthier adjustment to college. The study also revealed that elements of mentoring quality (i.e., frequency of contact, support and support satisfaction) are highly related to each other and that frequency of contact in particular is significantly related to a healthier adjustment to college.
