Download or read book Exploring the Impacts of a Feminist Mentorship Program on Undergraduate Students and Their Communities written by Janine Annett and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Handbook of Youth Mentoring written by David L. DuBois and published by SAGE Publications. This book was released on 2013-04-30 with total page 601 pages. Available in PDF, EPUB and Kindle. Book excerpt: This thoroughly updated Second Edition of the Handbook of Youth Mentoring presents the only comprehensive synthesis of current theory, research, and practice in the field of youth mentoring. Editors David L. DuBois and Michael J. Karcher gather leading experts in the field to offer critical and informative analyses of the full spectrum of topics that are essential to advancing our understanding of the principles for effective mentoring of young people. This volume includes twenty new chapter topics and eighteen completely revised chapters based on the latest research on these topics. Each chapter has been reviewed by leading practitioners, making this handbook the strongest bridge between research and practice available in the field of youth mentoring.
Download or read book In This Together written by David Youngeil Kim and published by . This book was released on 2018 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This study outlines the impact that a mentorship program directed at first-generation students in university has on the individuals who participate. First-generation students are identified as those whose parents do not have any postsecondary education. Colleges and universities are seeing more non-traditional students pursuing postsecondary studies and first-generation students fall into this group. However, despite the increasing numbers of first-generation students enrolling in university, there have not been many programs introduced to facilitate their transition into university. Concerns about their retention persist as these students are at a greater risk of dropping out as compared to their non-first-generation peers. Additionally, the factors associated with being a first-generation student may be limiting their ability to effectively engage in their academic experiences as well as the array of out-of-classroom offerings available at their campuses. Recognizing the challenges faced by first-generation students, the Ontario provincial government introduced funding for colleges and universities in 2005 to institute programs to address some of these issues. Using this funding, a number of college and universities in Ontario have introduced mentorship programs for first-generation students as they make their transition into their postsecondary studies. This study explored the experience of a group of students in relation to their first-generation identity and how their participation in a mentorship program influences their experience. This study was conducted using a mixed methods approach, using a secondary analysis of survey data and 16 interviews of first-generation students who participated in a mentorship program. Evaluating the experience of these students will help researchers and practitioners to better understand the barriers and strategies to support first-generation students who choose to study at university. The thesis applies a conceptual framework that focuses on three concepts: cultural capital, habitus, and self-efficacy. The findings support previous research that has shown the impact that cultural capital can have on habitus as well as self-efficacy. The results of this study also suggest two new findings: a) That an increase in one's cultural capital can also increase their sense of self-efficacy via the effects of habitus; and b) That a strong sense of self-efficacy can positively affect their habitus.
Download or read book Feminist Mentoring in Academia written by Jessica A. Pauly and published by Rowman & Littlefield. This book was released on 2023-09-25 with total page 269 pages. Available in PDF, EPUB and Kindle. Book excerpt: Feminist Mentoring in Academia offers a varied collection of autoethnographic and research-based accounts of support, struggle, and resilience from the ivory tower. Contributors write about the moments in-between, where feminist mentoring initiates, renews, thrives, and sometimes struggles. The work presented in this book highlights how feminist mentoring happens between professor and student; junior faculty and tenured; and occurs repeatedly. Featuring contributions from scholars at varying points in their academic careers, the chapters of this book propose best feminist mentorship practices, disclose personal narratives, and critique traditional forms of mentoring with visions for feminist mentorship futures. Scholars of communication, feminist studies, higher education, and sociology will find this book of particular interest.
Download or read book Excellence in Mentoring Undergraduate Research written by Maureen Vandermaas-Peeler and published by Council on Undergraduate Research. This book was released on 2018-11-01 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This cross-disciplinary volume incorporates diverse perspectives on mentoring undergraduate research, including work from scholars at many different types of academic institutions in Australia, Canada, the United Kingdom, and the United States. It strives to extend the conversation on mentoring undergraduate research to enable scholars in all disciplines and a variety of institutional contexts to critically examine mentoring practices and the role of mentored undergraduate research in higher education.
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
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.
Download or read book Critical Mentoring written by Torie Weiston-Serdan and published by Taylor & Francis. This book was released on 2023-07-03 with total page 100 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book introduces the concept of critical mentoring, presenting its theoretical and empirical foundations, and providing telling examples of what it looks like in practice, and what it can achieve. At this juncture when the demographics of our schools and colleges are rapidly changing, critical mentoring provides mentors with a new and essential transformational practice that challenges deficit-based notions of protégés, questions their forced adaptation to dominant ideology, counters the marginalization and minoritization of young people of color, and endows them with voice, power and choice to achieve in society while validating their culture and values.Critical mentoring places youth at the center of the process, challenging norms of adult and institutional authority and notions of saviorism to create collaborative partnerships with youth and communities that recognize there are multiple sources of expertise and knowledge. Torie Weiston-Serdan outlines the underlying foundations of critical race theory, cultural competence and intersectionality, describes how collaborative mentoring works in practice in terms of dispositions and structures, and addresses the implications of rethinking about the purposes and delivery of mentoring services, both for mentors themselves and the organizations for which they work. Each chapter ends with a set of salient questions to ask and key actions to take. These are meant to move the reader from thought to action and provide a basis for discussion.This book offers strategies that are immediately applicable and will create a process that is participatory, emancipatory and transformative.
Download or read book The Effect of Mentoring on the Undergraduate Experience of African American Males at a Public Research Institution written by Avaeta Ahluwalia and published by . This book was released on 2017 with total page 206 pages. Available in PDF, EPUB and Kindle. Book excerpt: African American men account for only 12.2% of total postsecondary enrollment -- inclusive of both community colleges and 4-year institutions -- nearly 3% less than the number of African American women enrolled (15.5%) in 2015 (Digest of Educational Statistics, 2016). Being underrepresented at a large research university can have a detrimental effect, particularly on students of color. They often feel isolated and question their academic abilities (Chesler, Lewis, & Crowfoot, 2005). Often, without a sense of community, a student's educational attainment can suffer. To build this community and to improve student connectedness and involvement, a range of student support services are commonly provided by universities to address both student academic and social needs. Student groups built around common interests and shared goals can be an effective way to connect with others on campus (Dubois, 2014). Past studies have also shown a positive and significant correlation between mentoring relationships and academic persistence (Brittian, Sy, & Stokes, 2009; Crisp & Cruz, 2009; Nora & Crisp, 2007; Satyanarayana, Li, & Braeneky, 2014). This qualitative study included personal interviews with four African American/Black male undergraduate students at a large, public research institution. The purpose of the study was to better understand the impact, if any, that participation in a mentoring program specifically designed for African American/Black male students had on their undergraduate experience. The study focused on a student's educational experience before and after participating in the mentoring program. Overall, participating in the mentoring program positively impacted the students' undergraduate experience by providing a space in which they felt comfortable discussing barriers they felt on campus, felt a sense of community and brotherhood, and learned necessary skills for student success. Participating in the program enhanced the students' campus engagement by validating their negative experiences on campus, provided positive counter spaces, allowed for positive interactions with staff and faculty, and increased the students' sense of belonging.
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.
Download or read book Exploring the Role of Mentoring Networks in the Career Development of Women Community College Leaders written by Gayle E. Barrett (Ed.D. candidate at the University of Hartford) and published by . This book was released on 2020 with total page 166 pages. Available in PDF, EPUB and Kindle. Book excerpt: While women may represent the majority of today’s college students, they are vastly underrepresented in senior leadership positions at institutions of higher education (Brower et al., 2019; Longman & Anderson, 2011). As of 2016, women represented 26% of all college presidents (ACE, 2016); the number of women college presidents rose to only 30% in 2017 (Lincoln, 2019). At the current rate of women ascending to presidential positions, it will take approximately 48 years for women to hold half of the college presidencies (Edwards, 2017). Community college leadership does not fare much better than their four-year counterpart in terms of women in positions of senior leadership; on 36% of community college presidents are women (ACE, 2017). There is a clear inequity when looking at women versus men in a position of leadership in higher education, and community colleges in particular. There is also a need to examine ways to develop the talent pipeline to enable more women to move up the career leader and ascend to senior leadership positions. Mentoring relationships can provide many benefits for women in higher education and contribute to the long-term career advancement of future women leaders (Donohue-Mendoza, 2012; Gibson, 2006). Participating in a mentoring relationship can has many long-lasting benefits, including employee retention, increased levels of career satisfaction and may inspire individuals in their own career advancement (Brown, 2005; Buch et al., 2011; Gardiner et al., 2007; Tareef, 2013; Thomas et al., 2015). Research shows that women who have been mentored are likely to serve as mentors themselves (Brown, 2005; Searby et al., 2015). The purpose of this quantitative study was to examine the role that mentoring networks play in the career satisfaction of women community college leaders. This study used the Development Network Typology as created by Higgins and Kram (2001) as a framework to answer three research questions. Rooted in social network theory, this framework believes that the mentoring relationship can take many forms, from the traditional dyad to a mentoring network. There are four different types of mentoring networks, which differ based on the strength of the relationship between the mentee and mentor(s) as well as the diversity of professional experiences possessed by the mentor(s). A total of 79 women community college leaders from New England were surveyed. For the purposes of this study, a woman community college leader was defined as a woman who has reached the level of “Dean” or higher at her institution. Participants answered questions on a 41-item researcher developed survey tool that was administered through Google Forms. The tool was a mix of both closed and open-ended response items. The data collected through this survey was examined through the use of both descriptive and inferential statistics as well as through correlational analysis. The findings show that the majority of respondents reported their mentoring networks were formed on an informal basis. Most participants also identified with a mentoring network that has a strong relationship with mentors at its core. The findings also showed that the Higgins and Kram (2001) framework did not apply to all participants, as some participants identified with a collaborative network, one that consists mostly of peers and colleagues. The findings also indicated that the stronger the bond between mentor and mentee, the more likely that participants feel that mentors have played a role in their career satisfaction. Participants with a network based on stronger relationships were also more likely to feel that their mentoring network was invested in their career advancement. Recommendations for this study include a review of recruitment and hiring policies of higher education institutions, investing in professional development opportunities, and institution’s supporting the talent pipeline of future women leaders by encouraging the development of mentoring relationship, both formally and informally.
Download or read book Exploring Psychosociocultural Processes Within Mentoring Relationships that Influence Academic Persistence Decisions for Latina o Undergraduates written by Marla Delgado-Guerrero and published by . This book was released on 2016 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Nearly 1 in 3 Latina/o students do not persist to complete their college education (Radford, Berkner, Wheeless, & Shepherd, 2010). There are Latina/o undergraduates who do succeed, persist, and ultimately graduate and in particular, mentorship has been shown to positively influence their academic persistence (Gloria & Castellanos, 2012; Hernandez, 2000). This mixed methods study first examined how self-beliefs, comfort in the university environment, and being mentored influenced academic persistence decisions for 153 Latina/o undergraduates attending a predominantly White university in the Midwest through a quantitative survey. To further explore the construct of mentorship, a subset sample of 19 Latina/o undergraduates were interviewed about their mentorship experiences. Students experienced significant differences by frequency of mentor contact in that those students who had contact with their mentor on a semester basis felt less mentor support than those students who had contact with their mentor an a weekly or monthly basis. Furthermore, there was no difference in sense of mentor support between those students who had weekly or monthly contact with their mentor. Across mentor type (i.e., peer, staff, or faculty), university comfort and self-beliefs variable set had significant positive relationships. Each of the study's variables collectively accounted for 31% of the variance of academic persistence decisions. Using the psychosociocultural framework (Gloria & Rodriguez, 2000) to explore mentorship experiences, emergent themes were identified within the domains of the Undergraduate Mentoring Model (Nora & Crisp, 2007) and academic persistence. First, the psychological/emotional support domain emerged as "I have a someone who gets it ... gets me. Second, the goal setting and career paths domain emerged as "Imagining possibilities." Third, the academic subject knowledge support domain emerged as "This is how you work the system." Finally, the role model domain emerged as "I have someone I can relate with and look up to." An additional domain of academic persistence emerged as "I have someone who believes in me, encourages me, and motivates me to not give up." The study's findings are discussed along with limitations and directions for future research, and concludes with implications for individuals who mentor Latina/o undergraduates and universities wanting to implement mentoring programs
Download or read book Feminist Community Engagement written by S. Iverson and published by Palgrave Macmillan. This book was released on 2014-12-04 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Contributors to this volume demonstrate how a feminist approach is strategically necessary for the community engagement movement in higher education to achieve its goals and illustrate the transformative potential of merging feminist theory with social action.
Download or read book An Exploration Into Doctoral Students Sense of Community and Its Influence on the Formation of Informal Mentoring Relationships written by Gail J. Higenell and published by . This book was released on 2013 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
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.
Download or read book Resisting Hierarchies written by and published by . This book was released on 2015 with total page 132 pages. Available in PDF, EPUB and Kindle. Book excerpt: This paper is based on the thesis research of the service-oriented and activist opportunity of the Young Women's Studies Club located in San Diego, California. The Young Women's Studies Club is a multi-layered, collaborative effort that bridges San Diego State University graduate and undergraduate students with the community. During a weekly lunchtime meeting held at the inner city Hoover High School, Hoover students are mentored by SDSU graduate and undergraduate mentors on issues that impact girls and women. Topics include the representations of women in media, goal setting, healthy choices, creative expression, gender and music, queer identities, and analyzing gender norms. The SDSU graduate and undergraduate student mentors are prepared for this mentoring opportunity through the Young Women's Studies Club Cultural Competency Training. Specifically, this research explores how the influence of adding and strengthening specific training components to a revised Cultural Competency Training infused with feminist pedagogical thought resulted in an increased awareness regarding feminism, feminist activism, feminist pedagogy, the importance of girl-focused spaces and relational mentoring techniques in the graduate and undergraduate mentors. This research uses the responses from three surveys throughout the semester and two focus groups to measure the effectiveness of how the mentors incorporated their new feminist pedagogical knowledge into their mentoring technique and awareness. Tracking the mentors' positive growth necessitates the inclusion of feminist pedagogical theory into feminist activist projects where mentoring takes place.
Download or read book Mentorship Programs and the Achievement of First generation Undergraduate College Students written by Nicole Marie Doane and published by . This book was released on 2017 with total page 440 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study was designed as a qualitative study. It aims at researching, understanding, and analyzing the impact of mentorship programs, and the achievement of first-generation undergraduate college students. The Principal Investigator (PI) first asked the question: to what extent does mentoring, or mentorship experiences impact the success of first-generation (first-gen) undergraduate college students? This question, and the research the followed, led the PI to the conclusion that mentoring, or mentorship experiences, whether informal or formal, have a measurable impact on the success of first-generation undergraduate college students. Four first-generation, undergraduate college students, from Southern New Hampshire University (SNHU) participated in in-person, one-on-one interviews, which aimed to measure students' experiences with mentoring/mentorship. Electing to conduct in-person, one-on-one interviews, instead of general surveys, allowed for the PI to obtain more elaborative, clear answers. These interviews, combined with research expounded upon through the extensive literature review, informed the crafting of the proposal for the creation of FLIGHT: First-generation Learners Inspired [to] Greater Higher-education Trajectories. Study limitations include a concentrated focus on certain conventional definitions of: mentoring/mentorship, mentor, mentee and first-generation college student(s). Additionally, this study highlighted four first-generation undergraduate college students only from Southern New Hampshire University; therefore, the pool of inclusivity was limited to the student demographic of a small, private, suburban New Hampshire university. Future research should look beyond this study's parameters. This study utilized a qualitative research approach to the one-on-one interview process, and data collection, and an adapted phenomenological methodology to interpret the data. In presenting this study's findings, the researcher keenly attempted to maintain the uniqueness of each participant's narrative with regard to their individual experiences with mentoring/mentorship.
