The Effect of Mentoring Experiences on the Retention of African American Faculty at Four-year Colleges and Universities PDF Download
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Author: Gary Holland
Publisher:
ISBN:
Category : African American college teachers
Languages : en
Pages : 94
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Book Description
Author: Gary Holland
Publisher:
ISBN:
Category : African American college teachers
Languages : en
Pages : 94
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Book Description
Author: Conway, Cassandra Sligh
Publisher: IGI Global
ISBN: 1522540725
Category : Education
Languages : en
Pages : 371
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Book Description
An important aspect of higher education is the mentorship of junior faculty by senior faculty. Addressing the vital role mentorship plays in an academic institution’s survival promotes more opportunities and positive learning experiences. Faculty Mentorship at Historically Black Colleges and Universities provides emerging research on the importance of recruiting, retaining, and promoting faculty within Historically Black Colleges and Universities. While highlighting specific issues and aspects of mentorship in college, readers will learn about challenges and benefits of mentorship including professional development, peer mentoring, and psychosocial support. This book is an important resource for academicians, researchers, students, and librarians seeking current research on the growth of mentorship in historically black learning institutions.
Author: Avaeta Ahluwalia
Publisher:
ISBN:
Category :
Languages : en
Pages : 206
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Book Description
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.
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 534
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Book Description
Author: Lillian Dowdell Drakeford Ph.D.
Publisher: Bloomsbury Publishing USA
ISBN:
Category : Social Science
Languages : en
Pages : 670
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Book Description
In this unique two-volume work, expert scholars and practitioners examine race and racism in public education, tackling controversial educational issues such as the school-to-prison pipeline, charter schools, school funding, affirmative action, and racialized curricula. This work is built on the premise that recent efforts to advance color-blind, race-neutral educational policies and reforms have not only proven ineffective in achieving racial equity and equality of educational opportunities and outcomes in America's public schools but also exacerbated existing inequalities. That point is made through a collection of essays that examine the consequences of racial inequality on the school experience and success of students of color and other historically marginalized populations. Addressing K–12 education and higher education in historically black as well as predominantly white institutions, the work probes the impact of race and racism on education policies and reforms to determine the role schools, school processes, and school structures play in the perpetuation of racial inequality in American education. Each volume validates the impact of race on teaching and learning and exposes the ways in which racism manifests itself in U.S. schools. In addition, practical recommendations are presented that may be used to confront and eradicate racism in education. By exposing what happens when issues of race and racism are marginalized or ignored, this collection will prepare readers to resist—and perhaps finally overcome—the racial inequality that plagues America's schools.
Author: Michael B. Paulsen
Publisher: Springer Science & Business Media
ISBN: 9400758367
Category : Education
Languages : en
Pages : 742
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Book Description
Published annually since 1985, the Handbook series provides a compendium of thorough and integrative literature reviews on a diverse array of topics of interest to the higher education scholarly and policy communities. Each chapter provides a comprehensive review of research findings on a selected topic, critiques the research literature in terms of its conceptual and methodological rigor, and sets forth an agenda for future research intended to advance knowledge on the chosen topic. The Handbook focuses on a comprehensive set of central areas of study in higher education that encompasses the salient dimensions of scholarly and policy inquiries undertaken in the international higher education community. Each annual volume contains chapters on such diverse topics as research on college students and faculty, organization and administration, curriculum and instruction, policy, diversity issues, economics and finance, history and philosophy, community colleges, advances in research methodology, and more. The series is fortunate to have attracted annual contributions from distinguished scholars throughout the world.
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 105
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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: Louis B. Gallien
Publisher: Allyn & Bacon
ISBN:
Category : Education
Languages : en
Pages : 216
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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: National Academies of Sciences, Engineering, and Medicine
Publisher: National Academies Press
ISBN: 0309497299
Category : Education
Languages : en
Pages : 307
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Book Description
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.
Author: DeShawn Chapman
Publisher: Springer Nature
ISBN: 3030420817
Category : Education
Languages : en
Pages : 252
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Book Description
This edited volume sheds light on the lived experiences of underrepresented scholars as they transitioned into their professional roles. Bringing together the stories of doctoral students, practicing scholars, and preeminent scholars in the field of education, the book focuses on the development of voice and scholarship within underrepresented populations in colleges of education and the intersectionality of mentoring. Throughout the book, authors highlight the impact that sources of support and development, such as the American Association of Colleges for Teacher Education (AACTE), had on doctoral degree completion and post degree attainment professional endeavors. Overall, the collection shares and contextualizes experiences and implications of support regarding career advancement related to diversifying higher education faculty and administration.
