Download or read book Peer Counseling mentoring and Its Impact on the Academic Success and Retention of African American Students at a Predominantly White Institution written by Eva Maria White and published by . This book was released on 2018 with total page 152 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the peer counseling/mentoring experiences of African American students involved in a formal undergraduate Peer Counseling/Mentoring program at Mississippi State University. This study specifically examined the Peer Counseling/Mentoring experiences of undergraduate African American students at a predominantly White institution to determine if a relationship existed between peer counseling/mentoring, retention and academic performance. The research design for this study was descriptive, correlational and casual comparative. A pilot study was conducted to detect any problems that should be remedied before conducting the actual study. Based on information gathered in the pilot study, no revisions were required for the survey instrument Participants in the research study completed a three-part survey instrument. Part I of the survey instrument collected demographic and enrollment data with one question pertaining to participants’ utilization of their peer counselor/mentor. Part II, the Racial and Mentoring Experiences Scale, collected data that examined the participants’ peer counseling/mentoring experiences, the factors that contributed to their persistence, the relationship between grade point average and academic performance, and the difference in grade point average of those who did or did not utilize their peer counselor/mentor. Part III of the survey instrument, an open-ended questionnaire, gathered information regarding the participants’ experiences. The survey instrument was completed and returned by 177 African American seniors from Mississippi State University According to the findings in this study, Peer Counseling/Mentoring programs support the persistence and retention of African American students at predominantly White institutions. A statistically significant difference was found to exist between participants who utilized their Peer Counselor/Mentor and those who did not. The results indicated that those who utilized their Peer Counselor/Mentor had a higher self-reported grade point average than those who did not utilize their Peer Counselor/Mentor. The Peer Counselor/Mentor program provided participants with a peer who understood their challenges, contributed to their persistence and strengthened their confidence and connection to the university cultural/climate. The research revealed that if administrators desire their African American students to graduate at rates on par with their Caucasian counterparts strong consideration should be given to the implementation of Peer Counselor/Mentor programs.

Download or read book Mentoring African American Students at a Predominantly White Institution written by Sundra D. Kincey and published by . This book was released on 2007 with total page 238 pages. Available in PDF, EPUB and Kindle. Book excerpt: This research study explored the experiences of African American seniors attending a predominantly white institution in the southeastern United States to determine if a relationship existed between mentoring and academic performance. The primary focus of the research was on whether mentoring enhanced or impacted the success of African American students on a predominantly white campus. Tinto's Model of Retention was used as a framework to provide further understanding of the role of mentoring and persistence for African American college students. The following questions guided the inquiry: (1) What factors contributed to the persistence of African American students enrolled at a predominantly white institution, (2) What are the mentoring experiences of African American undergraduate students enrolled at a predominantly white institution, and (3) What is the relationship between mentoring and academic performance as measured by reported GPA? Six major categories emerged from the data on factors related to persistence: (1) isolation, (2) faculty-student interaction, (3) family relationships, (4) student involvement, (5) peer interaction, and (6) degree attainment. The research revealed that students perceived mentoring to be beneficial in their growth and that race of the mentor was a contributing factor in the development of the relationship. It was determined that students who received mentoring had a higher grade point average compared to students who did not. Implications of this research can be used in future studies to explore how students choose to utilize available services and seek mentors for support as well as for practitioners in designing programs to ensure success of minority students.

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.

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 The Effects of an Ethnic based Mentoring Model on College Adjustment Grade Point Average and Retention Among First Year African American College Students Attending a Predominately White Institution written by Emanuel Nathan Thomas and published by . This book was released on 2005 with total page 396 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Mentoring Human Potential written by Scott Seldin and published by iUniverse. This book was released on 2011-10-12 with total page 176 pages. Available in PDF, EPUB and Kindle. Book excerpt: Mentoring Human Potential is a cutting edge manual for creating dynamic, holistic student peer mentoring programs. This is a revolutionary book. While giving practical information about how to train mentors and supervise a mentoring program, Scott Seldin asserts that spirit, personally defined, is an ally in waiting for every studenta powerful resource for academic achievement. Therein lies the revolution. Mentoring Human Potential provides the reader with a field-tested way to use holistic peer mentoring and spirit as powerful resources for increasing student retention, persistence, and wellbeing. Scott Seldin will lead you toward the ways that mentor and mentee can open themselves to being moved by Spirit. He will courageously point the way to the greater mysteries that bless those who dare enter with an open heart. In Spirit, we find the soulful life and the path worth living and dying for. I encourage you to trust his guiding voice. Dr. Bradford Keeney, author, psychologist

Download or read book Combating the Sophomore Slump Through Peer mentoring Among African American Students at Predominantly White Institutions written by Tiffany Christina Evans and published by . This book was released on 2012 with total page 166 pages. Available in PDF, EPUB and Kindle. Book excerpt: There is a plethora of research regarding the first year undergraduate student experience; however, 2nd year students are facing adversity and consequently high rates of attrition. This phenomenon is known as the sophomore slump. There is limited research of how the sophomore slump impacts African Americans and research supports involvement, particularly as a peer mentor, increases student persistence beyond the 2nd year. This study uses Tinto's theory of student departure and Collin's theory of other-mothering to explore how the academic and social skills of CONECT peer mentors contribute to their experiences as peer mentors and their overall persistence.

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 Using Self Efficacy for Improving Retention and Success of Diverse Student Populations written by Herron, Jeffrey and published by IGI Global. This book was released on 2022-10-14 with total page 374 pages. Available in PDF, EPUB and Kindle. Book excerpt: Despite the many strides that have been made in diversity, equity, and inclusion, many educational systems across the world continue to struggle with equality in education for all students regardless of race, gender, or socioeconomic status. This struggle within education inevitably negatively impacts society, as only select groups are given the opportunity to excel. It is essential for school systems to be proactive when dealing with student learning outcomes and student retention for all student populations. Using Self-Efficacy for Improving Retention and Success of Diverse Student Populations discusses the best practices in supporting students during their educational journey and examines the current efforts to improve student retention. Covering topics such as computing education, academic counseling, and student success prediction, this premier reference source is an excellent resource for faculty and administrators of both K-12 and higher education, pre-service teachers, teacher educators, school counselors, sociologists, librarians, researchers, and academicians.

Download or read book Mentoring African American Males written by Dr. William Ross and published by IAP. This book was released on 2014-09-01 with total page 203 pages. Available in PDF, EPUB and Kindle. Book excerpt: Mentoring African American Males provides important black male research and student performance data to guide the efforts of those who accept the enormous task of standing in the gap to increase black male achievement. Dr. Ross provides guidance for individuals and institutions embracing the important role of developing mentoring programs or serving as a mentor to youth. However, what makes Dr. Ross’ work such a critically important book for any individual or institution considering such a role is its insight into the social-cultural framework within which mentoring must occur at every level from elementary school through college. Equally insightful is the structure that such programs must take in response to the socio-cultural constructs of the families, communities, and institutions where they will occur. There are far more quantitative studies than qualitative on the topic of mentoring. This text addresses that discrepancy and provides the results of several qualitative studies on African American males. There is hardly any that offer a mixed method perspective that combine quantitative and qualitative methodological approaches. This text reports on the research results that are qualitative in nature in addition to some that are from a quantitative and mixed method approach.

Download or read book Developing Effective Student Peer Mentoring Programs written by Peter J. Collier and published by Taylor & Francis. This book was released on 2023-07-03 with total page 397 pages. Available in PDF, EPUB and Kindle. Book excerpt: At a time when college completion is a major issue, and there is particular concern about the retention of underserved student populations, peer mentoring programs offer one solution to promoting student success. This is a comprehensive resource for creating, refining and sustaining effective student peer mentoring programs. While providing a blueprint for successfully designing programs for a wide range of audiences – from freshmen to doctoral students – it also offers specific guidance on developing programs targeting three large groups of under-served students: first-generation students, international students and student veterans.This guidebook is divided into two main sections. The opening section begins by reviewing the issue of degree non-completion, as well as college adjustment challenges that all students and those in each of the targeted groups face. Subsequent chapters in section one explore models of traditional and non-traditional student transition, persistence and belonging, address what peer mentoring can realistically achieve, and present a rubric for categorizing college student peer-mentoring programs. The final chapter in section one provides a detailed framework for assessing students’ adjustment issues to determine which ones peer mentoring programs can appropriately address. Section two of the guidebook shifts from the theoretical to the practical by covering the nuts and bolts of developing a college student peer-mentoring program. The initial chapter in section two covers a range of design issues including establishing a program timeline, developing a budget, securing funding, getting commitments from stakeholders, hiring staff, recruiting mentors and mentees, and developing policies and procedures. Subsequent chapters analyze the strengths and limitations of different program delivery options, from paired and group face-to-face mentoring to their e-mentoring equivalents; offer guidance on the creation of program content and resources for mentors and mentees, and provide mentor training exercises and curricular guidelines. Section two concludes by outlining processes for evaluating programs, including setting goals, collecting appropriate data, and methods of analysis; and by offering advice on sustaining and institutionalizing programs. Each chapter opens with a case study illustrating its principal points. This book is primarily intended as a resource for student affairs professionals and program coordinators who are developing new peer-mentoring programs or considering refining existing ones. It may also serve as a text in courses designed to train future peer mentors and leaders.

Download or read book The Influence Mentoring Has on the Persistence of Academically Successful African American Males who are Juniors Or Seniors at a Public Predominantly White Institution written by Phillip D. Harris and published by . This book was released on 2007 with total page 310 pages. Available in PDF, EPUB and Kindle. Book excerpt: This exploratory study assessed the importance of non-cognitive variables in aiding toward African American males' academic success in college. More specifically, it assessed how mentoring influenced African American males who were currently in their junior and senior year of college and received at least a 2.0 grade point average to persist at a predominantly White public institution. Twelve randomly selected African American males completed a Demographic Questionnaire and one face-to-face interview. The Demographic Questionnaire and interview transcripts were analyzed for cultural themes and a Mentor Taxonomy was developed. The results suggested that mentors help successful African American males in their transition adjustment to college and improves upon their academic, social and emotional development.

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.

Download or read book Mentoring Matters written by Eisha Smith and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined how mentoring services offered at a predominately White university (PWI) aid its African American students in achieving academic success. The low success rate of African American students at PWIs is well documented. African Americans face many sociocultural challenges, such as family structure, cultural deprivation, discrimination, and lack of access to education and resources. Because of these challenges, these students are often not academically prepared, affecting their chances of college success. Research has suggested that PWIs are aware of this population's challenges and are mindful of the significance of offering academic programs and services that will help African American students to prevail. As a result, PWIs offer academic services such as mentoring programs to assist their students in accomplishing their educational goals. African American students who have guidance from a mentor perform better academically than those who do not have this guidance. Research suggests that although all academic services help with educational growth, mentoring is the most effective academic support service in aiding this population to achieve academic success. Informed by streams of scholarly literature concerning the history of African American students in U.S. higher education, the general practice of mentoring, and mentoring specifically for African American students at PWIs, this qualitative phenomenological research study explored African American students' lived experiences and perspectives of how mentoring services augmented their educational success at an urban PWI in a large city in the Mid-Atlantic region of the United States. This study included in-depth interviews of 10 African American students to gather a well-rounded picture of their thoughts and perspectives on how mentoring has affected their educational growth. The interview data were analyzed, and the findings suggested that mentoring is a needed resource for African American students at PWIs. Furthermore, the data revealed that many of the African American participants do not feel that they would have succeeded in college without mentoring.

Download or read book Riding the Academic Freedom Train written by Jeanett Castellanos and published by Taylor & Francis. This book was released on 2023-07-03 with total page 271 pages. Available in PDF, EPUB and Kindle. Book excerpt: Mentoring demonstrably increases the retention of undergraduate and graduate students and is moreover invaluable in shaping and nurturing academic careers. With the increasing diversification of the student body and of faculty ranks, there’s a clear need for culturally responsive mentoring across these dimensions.Recognizing the low priority that academia has generally given to extending the practice of mentoring – let alone providing mentoring for Black, indigenous, and people of color (BIPOC) and first generation students – this book offers a proven and holistic model of mentoring practice, developed in the field of psychology, that not only helps mentees navigate their studies and the academy but provides them with an understanding of the systemic and racist barriers they will encounter, validates their cultural roots and contributions, and attends to their personal development.Further recognizing the demands that mentoring places on already busy faculty, the model addresses ways of distributing the work, inviting White and BIPOC faculty to participate, developing mentees’ capacities to mentor those that follow them, building a network of mentoring across generations, and adopting group mentoring. Intentionally planned and implemented, the model becomes self-perpetuating, building an intergenerational cadre of mentors who can meet the growing and continuing needs of the BIPOC community.Opening with a review of the salient research on effective mentoring, and chapters that offer minority students’ views on what has worked for them, as well as reflections by faculty mentors, the core of the book describes the Freedom Train model developed by the godfather of Black psychology, Dr. Joseph White, setting out the principles and processes that inform the Multiracial / Multiethnic / Multicultural (M3) Mentoring Model that evolved from it, and offers an example of group mentoring.While addressed principally to faculty interested in undertaking mentoring, and supporting minoritized students and faculty, the book also addresses Deans and Chairs and how they can create Freedom Train communities and networks by changing the cultural climate of their institutions, providing support, and modifying faculty evaluations and rewards that will in turn contribute to student retention as well as creative and productive scholarship and research.This is a timely and inspiring book for anyone in the academy concerned with the success of BIPOC students and invigorating their department’s or school’s scholarship.

Download or read book Mentoring and Academic Resilience written by and published by . This book was released on 2013 with total page 240 pages. Available in PDF, EPUB and Kindle. Book excerpt: Mentoring for historically marginalized students in the post-secondary education years has been used as a means to mitigate factors of attrition in academic programs. As a student development construct, academic resilience utilizes protective processes for managing behavioral and emotional responses to difficult situations inside and outside of the classroom environment. This research study explored the relationship among academic resilience, mentoring, and academic progress in predominantly white institutions (PWIs). Using a quasi-experimental design, the researcher investigated retention and academic program progress rates for historically marginalized students from PWIs as each relates to academic resilience and mentoring. The study focused on students who have recently participated within or were currently participating in a mentoring program instituted by the PWI since 2008, examining the effects of the program on their matriculation. Two research sites were studied in relationship to determine the effect their institutionalized mentoring programs had on the academic resilience of students who were a part of their programs. One institution had a peer-to-peer mentoring program, whereas the other institution utilized faculty and sfaff to mentor their students. The treatment group of 287 students who participated in a mentoring program was compared to the control group of 482 students who did not participate in one (T=769). Both research site groups were comparable in age, race/ethnicity profiles, and length of time in programs. No other variables were used in this study. Out of the 287 mentoring program participants between the two sites, 19 students completed the Academic Resilience Inventory (ARI) to measure academic resilience between the two research sites. Findings revealed that mentoring is one of a multitude of mitigating factors of retention for historically marginalized students. The findings also revealed that the type of mentoring (peer-to-peer vs. faculty/staff) for historically marginalized students had an influence on retention rates. The treatment group started its programs with lower aggregate grade point averages than the control group but performed on par with the control group or outperformed it consistently from academic year to academic year.

Download or read book An Analysis of School based Mentoring and Its Impact on the Academic Achievement Gap Between African American and White Middle School Students written by and published by . This book was released on 2015 with total page 286 pages. Available in PDF, EPUB and Kindle. Book excerpt: The academic achievement gap is one of the most pervasive issues facing U.S. educators today. This problem has plagued American society since the abolition of slavery. This study investigated the effectiveness of school-based mentoring (SBM) in reducing the academic achievement gap between African American and White middle school students. The study also attempted to determine the most effective aspects of the SBM program for reducing the achievement gap. The Institute of Education Sciences (IES) collected data in 2009 for its evaluation of federally funded SBM programs. I quantitatively analyzed data from this source to establish a causal relationship between SBM and change in racial differences in grade-point average (GPA) in language arts and mathematics, before and after exposure to SBM. Additionally, this study sought to ascertain the influence that SBM program features: duration, frequency, relationship quality, and race of mentor have on the achievement gap. The results of this study showed that participation in SBM improved the academic performance of all students and had a stronger effect on the GPA of African American students. The study demonstrated that African American students were much more responsive to SBM program features that were White students. SBM sessions with a duration of 60 minutes at a frequency of 4 times per month, correlated with considerable gains in African American students' GPA. The results demonstrated a sizeable increase in African American students' GPA as a result of same-race mentoring. The contributions of these findings to the body of knowledge on SBM are discussed. Implications for school counselors and educators seeking for interventions targeted to reducing the achievement gap are provided.