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 PDF Download
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Author: Emanuel Nathan Thomas
Publisher:
ISBN:
Category : African American college students
Languages : en
Pages : 396
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Book Description
Author: Emanuel Nathan Thomas
Publisher:
ISBN:
Category : African American college students
Languages : en
Pages : 396
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Book Description
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 848
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Author: Sundra D. Kincey
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 238
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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: Phillip D. Harris
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 310
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Book Description
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.
Author: Felicia M. Townsend-GrĖ¤een
Publisher:
ISBN:
Category : African American college students
Languages : en
Pages : 179
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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.
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: Michael J. Cuyjet
Publisher: Jossey-Bass
ISBN:
Category : Education
Languages : en
Pages : 392
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Author: Danisha Williams
Publisher:
ISBN:
Category : Mentoring in education
Languages : en
Pages : 188
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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: George D. Kuh
Publisher: John Wiley & Sons
ISBN: 1118046854
Category : Education
Languages : en
Pages : 422
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Book Description
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.
Author: Robert Carol Quarles
Publisher:
ISBN:
Category : African American college students
Languages : en
Pages : 144
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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.
