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 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 The Impact of Mentoring African Americans Males During Their Undergraduate Experience at Predominantly White Institutions written by Michael D. Miller and published by . This book was released on 2021 with total page 124 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 The Effect of Mentoring Experiences on the Retention of African American Faculty at Four year Colleges and Universities written by Gary Holland and published by . This book was released on 1995 with total page 94 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Impact of Mentoring African American Males During Their Undergraduate Experience written by Ivan D. Blount and published by . This book was released on 2011 with total page 198 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 Recruiting Retaining and Engaging African American Males at Selective Public Research Universities written by Louis A. Castenel and published by IAP. This book was released on 2018-06-01 with total page 277 pages. Available in PDF, EPUB and Kindle. Book excerpt: A problematic, yet uncommon, assumption among many higher education researchers is that recruitment, retention, and engagement of African-American males is relatively similar and stable across all majority White colleges and universities. In fact, the harsh reality is that selective public research universities (SPRUs) have distinctive academic cultures that increase the difficulty of diversifying their faculty and student populations. This book will discuss how traditions and elitist assumptions make it very difficult to recruit, retain, and engage African-American males. The authors will examine these issues from multiple perspectives in three sections that highlight research, policies and practices impacting the experiences of African American males, including Pre-Collegiate Preparation, African American Male Student Athletes, and Undergraduate and Graduate Considerations for African American Male Initiatives.
Download or read book Mentoring Experiences of Undergraduate Black Males written by Anthony L. White and published by . This book was released on 2013 with total page 450 pages. Available in PDF, EPUB and Kindle. Book excerpt: The present qualitative case study documents the mentoring relationships and collegiate experiences of eight undergraduate Black males as well as their self-reported participation and access to mentoring. The main research question guiding the study was: What are the mentoring relationships and collegiate experiences of eight undergraduate Black males as well as their self-reported participation and access to mentoring? The supporting questions included: (1) What does mentoring look like for undergraduate Black males? (2) What are their perceptions of mentoring relationships? (3) How do these mentoring relationships impact their collegiate experience? Data collection sources for this study were: individual interviews, artifacts identified by the participants, a focus group session, and field notes. Narrative analysis served as the method for data analysis as data were collected through stories and accounts of the individual and collective experiences of the study participants. To this end, this dissertation provides two chapters for study findings, chapter four and chapter five. Chapter four provides detailed insight into the personal background of the eight Black male undergraduate participants, what mentoring looks like for them, and their perceptions of mentoring relationships. Chapter five documents the participant's access to various forms of capital and the experiential learning product of their participation in mentoring programs offered by the university. Study findings are presented in light of Kolb's (1984) experiential learning theory and forms of capital as described in the work of Bourdieu (1986) and Yosso (2005) and consist of cultural capital, social capital, and navigational capital. Finally, the last chapter presents highlights of participants' perceptions about mentoring, a suggested best practices model, tensions and challenges related to the study, implications for practice, and ideas future research.
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 Black Male Collegians Increasing Access Retention and Persistence in Higher Education written by Robert T. Palmer and published by John Wiley & Sons. This book was released on 2014-06-24 with total page 121 pages. Available in PDF, EPUB and Kindle. Book excerpt: Improving college access and success among Black males has garnered tremendous attention. Many social scientists have noted that Black men account for only 4.3% of the total enrollment at 4-year postsecondary institutions in the United States, the same percentage now as in 1976. Furthermore, two thirds of Black men who start college never finish. The lack of progress among Black men in higher education has caused researchers, practitioners, and policymakers to become increasingly focused on ways to increase their access and success. Offering recommendations and strategies to help advance success among Black males, this monograph provides a comprehensive synthesis and analysis of factors that promote the access, retention, and persistence of Black men at diverse institutional types (e.g., historically Black colleges and universities, predominantly White institutions, and community colleges). It delineates institutional policies, programs, practices, and other factors that encourage the success of Black men in postsecondary education. This is the 3rd issue of the 40th 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 Mentoring at Minority Serving Institutions MSIs written by Jeton McClinton and published by IAP. This book was released on 2018-05-01 with total page 443 pages. Available in PDF, EPUB and Kindle. Book excerpt: The primary thrust of the proposed volume is to provide information for higher education minority serving institutions (MSIs) and other institutions and individuals interested in providing and/or improving mentoring programs and services to a variety of target groups. The editors are interested in how mentorship can produce beneficial outcomes for the mentor that may be similar to or different from outcomes in other educational contexts. Thus, the purpose of this volume is to showcase, through case studies and other forms of empirical research, how successful mentoring programs and relationships at MSIs have been designed and implemented. Additionally, we will examine the various definitions and slight variations of the meaning of the construct of mentoring within the MSI context. It is our intent to share aspects of mentoring programs and relationships as well as their outcomes that have heretofore been underrepresented and underreported in the research literature.
Download or read book Examining the Collegiate Experiences of African American Males with Same Race Mentors written by Crystal L. Locke and published by . This book was released on 2018 with total page 130 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: African American males have a more meaningful college experience when they are mentored with people with whom they can culturally relate (Brown, 2013; Moore & Tolliver, 2010). Although studies indicate African American males who had same race mentors display higher self-efficacy (Stefon, 2011), improved graduation rates (U.S. Department of Education, 2017), and a more positive college experience (Chen, Ingram & Davis, 2014), additional research in this area is needed. Using a phenomenological approach, this qualitative study sought to determine the impact having a same race mentor had on the collegiate experiences of five African American males who successfully graduated from colleges in Georgia. Data collected through semi-structured interviews addressed the overarching research question: What are the perceptions of African American male college students regarding the impact of same race mentor relationships on their college experience? and the two sub-questions related to this study: 1) To what extent did having a same race mentor affect the African American male college students’ persistence in college?; 2) To what extent did having a same race mentor affect the African American male college students’ self-efficacy regarding feeling as though they belong in the higher education environment? The participants shared that same race mentor relationships improved their college experience through providing intentional guidance and support.
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 A Phenomenological Study of African American Men Who Were Mentored While Pursuing Their Bachelor s Degree at Historically White Colleges and Universities written by Davin Elizabeth Brown and published by . This book was released on 2013 with total page 234 pages. Available in PDF, EPUB and Kindle. Book excerpt: African American men pursuing bachelor's degrees at historically White colleges and universities (HWCU) are not graduating at the same rates as Caucasian men. With a continued rapid decline in degree completion, establishing a framework of success for these students is becoming increasingly difficult. While research concerning graduation rates for this population exists, little is known about the essence of the mentoring experiences of African American men who have graduated. For that reason, the purpose of this research was to study the phenomenon of mentoring through the lived experiences of African American male college graduates.Using a phenomenological approach to research, this study sought to answer the following questions: What are the lived experiences of African American men who were mentored during their pursuit of an undergraduate degree at a HWCU? How do participants describe their academic experiences in light of the mentoring they received as undergraduates? How do participants describe managing issues of social integration with the support of being mentored?Participants of the study identified myriad experiences. The need to manage comfort related to social isolation, prejudice, and bias was one finding. Others included the manner in which mentor relationships were established, the most valued traits of a mentor, the role of accountability and the impact that being mentored had on the participant's academics. The participants' insight led to the following conclusions: the bias and stereotypes that African American men faced while attending HWCUs impacted their self-confidence and ability to feel comfortable on campus; informal mentoring experiences based on genuine interest and transparency yielded the most benefit and was the preferred method of relationship establishment. A means of expressing gratitude for the mentoring received was shown through increased efforts toward timely degree completion. The presence of a mentor was instrumental in confidence building, which led to greater academic achievement. The opportunities to secure a mentor were increased when participants became engaged with race-based student organizations and activities that exposed them to faculty, staff, and alumni of color. Participants in this study greatly attributed their degree completion to the mentoring they received as undergraduate 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 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.
