Does Mentoring Serve as a Retention Tool for Black Students who Attend Predominately White Institutions in Appalachia? PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Does Mentoring Serve as a Retention Tool for Black Students who Attend Predominately White Institutions in Appalachia? PDF full book. Access full book title Does Mentoring Serve as a Retention Tool for Black Students who Attend Predominately White Institutions in Appalachia? by Robert Carol Quarles. Download full books in PDF and EPUB format.
Author: Robert Carol Quarles
Publisher:
ISBN:
Category : African American college students
Languages : en
Pages : 144
Get Book Here
Book Description
The Black student can have a truly adverse experience on the predominately-white college campus. The micro-aggressions and the countries' institutional racism plays into the student's overall experience immensely. It is important for Black students to have community in predominately-white institutions and mentoring is an excellent way to create a community for the student. This study follows the effects of mentoring on Black students who attend a college in rural West Virginia. The research explores the Black student experience, the role of mentoring and the current state of higher education in America. The students involved with the study participated in a college environment survey, the CSEQ, College Student Experience Questionnaire. This survey explores each aspect of the college experience. The students who participated in the study are able to articulate their feelings about the college with mentoring as an added resource. The students in this study met the institutional goal for their grade point average, scored higher or comparable to the national data, and had higher grade point averages than the Black students who did not participate in the study.
Author: Robert Carol Quarles
Publisher:
ISBN:
Category : African American college students
Languages : en
Pages : 144
Get Book Here
Book Description
The Black student can have a truly adverse experience on the predominately-white college campus. The micro-aggressions and the countries' institutional racism plays into the student's overall experience immensely. It is important for Black students to have community in predominately-white institutions and mentoring is an excellent way to create a community for the student. This study follows the effects of mentoring on Black students who attend a college in rural West Virginia. The research explores the Black student experience, the role of mentoring and the current state of higher education in America. The students involved with the study participated in a college environment survey, the CSEQ, College Student Experience Questionnaire. This survey explores each aspect of the college experience. The students who participated in the study are able to articulate their feelings about the college with mentoring as an added resource. The students in this study met the institutional goal for their grade point average, scored higher or comparable to the national data, and had higher grade point averages than the Black students who did not participate in the study.
Author: Sundra D. Kincey
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 238
Get Book Here
Book Description
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.
Author: Emanuel Nathan Thomas
Publisher:
ISBN:
Category : African American college students
Languages : en
Pages : 396
Get Book Here
Book Description
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 105
Get Book Here
Book Description
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.
Author: Danisha Williams
Publisher:
ISBN:
Category : Mentoring in education
Languages : en
Pages : 188
Get Book Here
Book Description
Many colleges and universities promote a commitment to diversity on their respective campuses. But among minority students, college retention and graduation rates fall behind their white college peers. This study examined the impact that mentoring has on minority students at predominately white institutions. The results, based on 86 survey respondents and a six-member focus group revealed that participants overwhelmingly agreed with past research that states minorities are more likely to be retained on a college campus when they interact with a faculty member who is invested in their college success (Epps, 1989). Survey results revealed that mentored students had a significantly higher cumulative GPA than non-mentored students. Participants also agreed that key factors in a mentor relationship include but are not limited to professional integrity, content expertise in area of need, suggesting resources, and being accessible.
Author: Jeanett Castellanos
Publisher: Taylor & Francis
ISBN: 1000979717
Category : Education
Languages : en
Pages : 271
Get Book Here
Book Description
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.
Author: Jeton McClinton
Publisher: IAP
ISBN: 1641132795
Category : Education
Languages : en
Pages : 441
Get Book Here
Book Description
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.
Author: Louis B. Gallien
Publisher: Allyn & Bacon
ISBN:
Category : Education
Languages : en
Pages : 216
Get Book Here
Book Description
"Instructing and Mentoring The African American College Student: Strategies for Success in Higher Education" focuses on the types of academic environments and classroom strategies that are conducive to the achievement levels of African American college students, particularly, in the areas of effective classroom pedagogy, models of successful campus retention and mentoring techniques that have proven to be advantageous for black students across the country. Reflecting on experiences predominately from professors, administrators and staff of two prestigious historically black colleges, this book offers specific strategies on maximizing student success in the context of African American student culture. The first section of the book deals with the historical, contemporary and cultural contexts for the education of African American students. The second section, Voices from the Field focuses on proven classroom and administrative strategies that promote academic achievement among black students from professionals at Spelman College and Morehouse College. Both institutions are members of Phi Beta Kappa and have graduated such significant twentieth century historical figures as Martin Luther King, Jr., Julian Bond, Alice Walker and Marian Wright Edelman. Louis B. Gallien, Jr. is Professor of Urban Education at Regent University. Previously, he taught at Spelman College and held adjunct positions at Morehouse College and Emory University. His areas of speciality are in African American pedagogy, culture and urban education. His monograph on African American males attitudes towards education entitled: "LostVoices: Reflections on Education From An Imperlied Generation, " an examinaton of five distinct high school cultures, was considered to be a ground-breaking study in 1990 and widely-reported in the "Boston Globe, Jackson Clarion-Ledger, Lexington Herald, Essence, Ebony" and journals across the country. Since that time, he has written articles, essays and monographs on hip-hop culture and the framing of values among African American College students, the pedagogical ramifications of W.E.B.DuBois collected works on black college students, and curricular impact of CORE Knowledge on the academic achievement levels of African American middle grade students. Dr. Marshalita Sims Peterson, Ph.D., is chair and assistant professor in the Education Department at Spelman College in Atlanta, Georgia. Her research includes curriculum development and implementation as it relates to culturally responsive pedagogy, oral communication skills in higher education, and instructional strategies for all children. Her action research facilitated the opening of a charter school in the Atlanta metropolitan area. As an advocate for ensuring that students reach their full potential, Dr. Peterson has presented nationally and internationally on quality education, student achievement, and innovative instruction for all students. She seeks to provide a culture of learning that will enhance educational opportunities through effective academic programming. "
Author: Donna Y. Ford
Publisher: IAP
ISBN: 1681237059
Category : Education
Languages : en
Pages : 322
Get Book Here
Book Description
The Ivory Tower is and can often be a lonely place for faculty of color. Social injustices run deep and are entrenched within academia. Faculty of color (FOC), more specifically Black and Hispanic, often lament about the ‘Black/Brown’ tax that frequently takes its toll both personally and professionally, and pushes them out of the academy. Similar to trends in P?12 settings, educators of color in postsecondary contexts represent less than 10% of the profession. In essence, we are an anomaly and the implications of this are clear and dire, as evidenced by persistent achievement, access, and expectation gaps within the academy. Scholars of color (SOC), at all stages, but particularly during doctoral training, frequently struggle to not just survive, but to thrive, in the academy. Too many fail to earn their doctoral degree, with many wearing the All But Dissertation (ABD) as a badge of honor. Although ABD is not a degree, many scholars of color receive inadequate mentoring, often substandard in comparison to the hand?holding White students receive, which leaves far too many doctoral students of color lost, bewildered, angry, indignant, and defeated. This righteous indignation is justified, but excused away using the myth of meritocracy and colorblind notions of success; followed by a myriad of problems steeped with victim blaming, as noted in the classic Presumed Incompetent: The Intersections of Race and Class for Women in Academia (Gutiérrez y Muhs, Niemann, González, & Harris, 2012). The aforementioned work was not the first treatise on higher education and how the non?status quo, along with those grappling with oppression and double standards, experience the profession called higher education. Moreover, The Chilly Climate (Sandler, Silverberg, & Hall, 1996) report, which focused on females, was also telling, but not enough was addressed and disclosed about females of color, until version two. But these issues do not stop with females of color, but instead, extend to all faculty of color. R.A.C.E. Mentoring, a social media Facebook group, with several subgroups (see Figures 1 and 2) was created by Donna Y. Ford, Michelle Trotman Scott, and Malik S. Henfield in 2013, to tackle the numerous thorny and contentious issues and challenges in higher education. We began by intentionally attending to the needs of students enrolled at mostly White universities, as well as those who attended historically Black colleges and universities, while keeping the unique nuances and challenges of each setting in mind. We wanted scholars of color to thrive in both. Fondly and affectionately called RM, our charge and challenge is to affirm the dignity and worth of scholars of color. Additionally, we recognize that there are scholars outside of academe, and their contributions as well to impact and affect change for Black and Brown people inside and outside of academe need to be acknowledged. These scholars are community organizers, activists, P?12 teachers, and families. It truly takes a village...
Author: Graig R. Meyer
Publisher: IAP
ISBN: 1641132507
Category : Education
Languages : en
Pages : 211
Get Book Here
Book Description
In striving to reduce racial achievement gaps, schools and youth development programs are increasingly turning to youth mentoring programs. But how to ensure success? Here, accomplished educators Graig Meyer and George Noblit reveal how one such program challenged institutional racism and eliminated persistent achievement disparities in a local school system that boasts a national reputation for excellence. The authors share personal lessons, strategic guidance, and detailed practical advice for education and community leaders seeking to create successful youth mentoring programs. Their story, backed by research, offers real-world perspective on the important work of challenging systemic racism in schools. Meyer and Noblit demonstrate how mentoring and advocacy come together in a strengths-based program that boosts academic success and post-secondary enrollment for youth of color, while also creating change to benefit all students in a school system.
