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 Dissertation Abstracts International written by and published by . This book was released on 2009-10 with total page 594 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Student Success in College written by George D. Kuh and published by John Wiley & Sons. This book was released on 2011-01-07 with total page 422 pages. Available in PDF, EPUB and Kindle. Book excerpt: Student Success in College describes policies, programs, and practices that a diverse set of institutions have used to enhance student achievement. This book clearly shows the benefits of student learning and educational effectiveness that can be realized when these conditions are present. Based on the Documenting Effective Educational Practice (DEEP) project from the Center for Postsecondary Research at Indiana University, this book provides concrete examples from twenty institutions that other colleges and universities can learn from and adapt to help create a success-oriented campus culture and learning environment.

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.

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 The Relationship Between Race Related Stress and the Career Planning and Confidence for African American College Students written by Dwaine Turner PhD CRC and published by Xlibris Corporation. This book was released on with total page 103 pages. Available in PDF, EPUB and Kindle. Book excerpt: My research focused on the relationship between career development and the different facets of racism that presents challenges in the world of academia. The social landscape of society was torn as a result of the deaths of Travon Martin, Mike Brown, Eric Grey and Eric Garner. Public opinion has varied on the causes of the deaths of many individuals in the African American community. As the author of this study I felt compelled to highlight the strength and perseverance of minorities in a college environment. Upon the completion of my study I realized that I was chronicling myself.

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.

Download or read book Current Index to Journals in Education written by and published by . This book was released on 1999-04 with total page 1052 pages. Available in PDF, EPUB and Kindle. Book excerpt:

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 0 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 Resources in Education written by and published by . This book was released on 1984 with total page 1018 pages. Available in PDF, EPUB and Kindle. Book excerpt:

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.

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 American Doctoral Dissertations written by and published by . This book was released on 1998 with total page 784 pages. Available in PDF, EPUB and Kindle. Book excerpt:

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 Advancing Black Male Student Success from Preschool Through Ph D written by Shaun R. Harper and published by Stylus Publishing (VA). This book was released on 2016 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Advancing Black Male Student Success From Preschool Through Ph. D. pushes against hopeless notions of Black male student achievement. This book presents a comprehensive portrait of Black male students at every stage in the U.S. education system, from preschool through doctoral degree attainment. Each chapter is a synthesis of existing research on experiences, educational outcomes, and persistent inequities at a particular pipeline point and concludes with forward-thinking recommendations for education policy and practice. In addition to Harper and Wood, the authorship cast includes several scholars who are among the most respected experts on Black boys and men in education.

Download or read book College Student Psychological Adjustment written by Jonathan F. Mattanah and published by Momentum Press. This book was released on 2016-08-11 with total page 138 pages. Available in PDF, EPUB and Kindle. Book excerpt: College Student Psychological Adjustment provides the reader an in-depth understanding of students’ relationship experiences in college and how those experiences shape their adjustment to college. Each chapter examines research on one key relationship in a student’s life to better understand how those relationships are re-worked during the college years and what factors help determine adaptive relational outcomes. Along the way, a number of controversial topics are considered from a scholarly perspective, including the effects of helicopter parenting on students’ development in college, the prevalence and problematic nature of the hook-up culture on college campuses today, and policies related to whether students should be randomly assigned to live with their first-year roommates or be allowed to choose their roommates, based on a matching system. Aimed at advanced students and scholars in the fields of psychology, human development, and higher education, readers of this book will gain a fresh perspective on the relationship development of college students and possible avenues for intervention to help students enhance their relationships skills and prevent development of mental health difficulties.

Download or read book A Canonical Correlational Analysis Examining the Relation Between Peer Mentorship Belongingness Impostor Feelings and Black Collegians Academic and Psychosocial Outcomes written by Jerome A. Graham and published by . This book was released on 2016 with total page 79 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of the current study was to explore how peer mentorship (i.e., peer mentorship type and strength of mentorship relationship) and psychosocial variables theorized to be influenced by mentorship (i.e., belongingness and impostor phenomenon) contribute to academic outcomes in a sample of Black collegians. Further, the study sought to examine whether differences in psychosocial and academic outcomes exist between students who have informal peer mentors only, students with combined mentorship (i.e., who are engaged in both formal and informal peer mentorship), and students without peer mentors. Participants included 117 African American students, who were recruited from a large, predominantly white Mid-Atlantic university. Canonical correlation analysis revealed a pattern of relationships between the variable sets in which students who reported higher levels of belongingness and peer relationship strength also reported better academic adjustment, while students who reported higher levels of impostor feelings reported poorer academic adjustment. However, mentorship type did not explain a significant amount of variance in the synthetic predictor variable. Additionally, GPA was not significantly correlated with variables of interest. Results of MANOVA analysis revealed no mean differences between students with combined mentorship and those with informal mentorship only on the variables examined. However, students in both of these groups reported significantly higher belongingness and college adjustment scores compared to those students with no peer mentorship.