The Impact of Mentoring on the Persistence of Minority Students at the University of Wisconsin-Madison PDF Download
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Author: Esrold Anthony Nurse
Publisher:
ISBN:
Category :
Languages : en
Pages : 322
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Book Description
Author: Esrold Anthony Nurse
Publisher:
ISBN:
Category :
Languages : en
Pages : 322
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Book Description
Author: Jeton McClinton
Publisher: IAP
ISBN: 1641132795
Category : Education
Languages : en
Pages : 441
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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: Carolyn A. Lightfoot
Publisher:
ISBN:
Category : Mentoring in education
Languages : en
Pages : 374
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Author: Anne L. Ziege
Publisher:
ISBN:
Category :
Languages : en
Pages : 324
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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: Eve Fine
Publisher: Wiseli
ISBN: 9780615711782
Category : College teachers
Languages : en
Pages : 126
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Book Description
Recruiting, hiring, and retaining an excellent and diverse faculty is a top priority for colleges and universities nationwide. Yet faculty serving on search committees (or hiring committees) receive little or no education about the search process. Relying on both research and experience presenting hiring workshops to search committee members, the authors of this guidebook provide advice and recommendations for conducting an effective faculty search. The book includes practical suggestions for managing all stages of a faculty search as well as recommendations for ensuring that search committee members recruit women and members of underrepresented groups into their applicant pools and consciously avoid the influence of bias and assumptions in their evaluation of job candidates.
Author: Marla Delgado-Guerrero
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Nearly 1 in 3 Latina/o students do not persist to complete their college education (Radford, Berkner, Wheeless, & Shepherd, 2010). There are Latina/o undergraduates who do succeed, persist, and ultimately graduate and in particular, mentorship has been shown to positively influence their academic persistence (Gloria & Castellanos, 2012; Hernandez, 2000). This mixed methods study first examined how self-beliefs, comfort in the university environment, and being mentored influenced academic persistence decisions for 153 Latina/o undergraduates attending a predominantly White university in the Midwest through a quantitative survey. To further explore the construct of mentorship, a subset sample of 19 Latina/o undergraduates were interviewed about their mentorship experiences. Students experienced significant differences by frequency of mentor contact in that those students who had contact with their mentor on a semester basis felt less mentor support than those students who had contact with their mentor an a weekly or monthly basis. Furthermore, there was no difference in sense of mentor support between those students who had weekly or monthly contact with their mentor. Across mentor type (i.e., peer, staff, or faculty), university comfort and self-beliefs variable set had significant positive relationships. Each of the study's variables collectively accounted for 31% of the variance of academic persistence decisions. Using the psychosociocultural framework (Gloria & Rodriguez, 2000) to explore mentorship experiences, emergent themes were identified within the domains of the Undergraduate Mentoring Model (Nora & Crisp, 2007) and academic persistence. First, the psychological/emotional support domain emerged as "I have a someone who gets it ... gets me. Second, the goal setting and career paths domain emerged as "Imagining possibilities." Third, the academic subject knowledge support domain emerged as "This is how you work the system." Finally, the role model domain emerged as "I have someone I can relate with and look up to." An additional domain of academic persistence emerged as "I have someone who believes in me, encourages me, and motivates me to not give up." The study's findings are discussed along with limitations and directions for future research, and concludes with implications for individuals who mentor Latina/o undergraduates and universities wanting to implement mentoring programs
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 562
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Author: Thomas Landefeld
Publisher: Springer Science & Business Media
ISBN: 1441907785
Category : Science
Languages : en
Pages : 112
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Book Description
Mentoring has always been an important factor in life and particularly in academia. In fact, making choices about educational pursuits and subsequent careers without input from mentors can prove disastrous. Fortunately, many individuals have “na- ral” mentors and for them these choices are greatly facilitated. Others are not pri- leged with natural mentors and as such often struggle with making these tough choices. Many times these individuals are from under served and disadvantaged backgrounds, where mentors are too few and far between. For them, deciding on which career path to take can be based not only on insufficient information but oft times on inaccurate information. Although the tips in this monograph are designed for helping all individuals who are interested in pursuing the study of science and science careers, a special mentoring focus is on those students who have not expe- enced the advantages of the privileged class. Additionally, tips are included for those who are interested in effectively mentoring these individuals. How and why a person gets to that point of wanting to mentor is not as important as the fact that they have made that commitment and this monograph will help them do exactly that. When I received my PhD in Reproductive Endocrinology from the University of Wisconsin, I was ready and anxious to discover all kinds of new and exciting aspects about this field of science.
Author: Christopher Barnes
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
This study explored the educational journeys of 17 Black Ph.D. students who attended a large, public Predominantly White Institution (PWI) of higher education in the Midwestern United States. At the time of data collection, each participant was enrolled in one of five different Ph.D. academic programs in the university's Education College (EU). The specific focus of this research was to explore the mentoring experiences of Black Ph.D. students and how these experiences, if at all, contributed to their success. Success was defined as graduating and/or achieving their career goals. Two research questions were used to explore this specific focus. These research questions were: What are the mentoring experiences of Black Ph.D. students who attend a PWI? And, how do mentoring relationships, if at all, contribute to the academic and professional success of Black Ph.D. students at a PWI? Utilizing an adapted hermeneutic phenomenological approach (Van Manen, 2014) and theory of intersectionality (Collins, 1986; Crenshaw, 1989), three semi-structured individual interviews were conducted with each participant for a total of 51 interviews. An online demographics questionnaire and document analysis were also used to gather specific details about students' identities and degree program requirements. A series of key characteristics (power dynamic, empathy, accountability, and wholeness), present across participant descriptions of mentorship, emerged from an in-depth analysis of interview data. These characteristics contributed to the development of three styles of mentoring (business-oriented, relationship-oriented, and egalitarian) and are represented within all three styles. Findings of this study indicate: (1) Black Ph.D. students are not a monolithic group; (2) The mentorship experience is defined by the unique interactions of its participants; and (3) Mentorship can contribute to lasting joy and/or lasting pain. This study concludes with research and practice implications for higher education faculty/administrators who seek to improve the persistence as well as holistic success of Black Ph.D. students at PWIs.
