Confirmatory Factor Analysis of a Measure of “Mentoring” Among Undergraduate Students Attending a Hispanic Serving Institution

Abstract

The present study validated the underlying domains that comprise the mentoring experiences of students attending a Hispanic Serving Institution. Mentoring was hypothesized to comprise four interrelated components as measured by the College Student Mentoring Scale. T test results indicated different groups of students received similar mentoring experiences, whereas confirmatory factor analyses revealed the mentoring model was valid. The factor structure was found to be significantly different between White and Hispanic students.

Mentoring Undergraduate Students

“…Moreover, our review advances understanding of how different groups of students and mentors may perceive mentoring differently (e.g., Crisp, 2009;Crisp & Cruz, 2010;Hu & Ma, 2011;Mekolichick & Gibbs, 2012). …”

“…Similarly, research by Crisp (2009) revealed that various forms of mentoring support proposed by Nora and Crisp (2007) may be experienced differently between White, Hispanic, and African American students attending a community college. Further, research by Crisp and Cruz (2010) conducted at a 4-year Hispanic Serving Institution found that mentoring was experienced differently by White and Hispanic students, as evidenced by a significantly different factor structure.…”

“…Considering Nora and Crisp's mentoring framework (2007), recent studies show that mentoring may be perceived by undergraduate students to involve at least four types of interrelated forms of support: (a) psychological and emotional support, (b) degree and career support, (c) academic subject knowledge support, and (d) the existence of a role model. Crisp (2009) developed a survey to measure these forms of mentoring support titled the College Student Mentoring Scale (CSMS), which has been frequently used to measure how mentoring is perceived by various groups, including first-year students, community college students, and students attending Hispanic Serving Institutions (e.g., Crisp & Cruz, 2010;Henry et al, 2011). This review also identified empirical research about the activities that mentors engage in with students and the various roles these activities play in promoting equitable outcomes.…”

Culturally-Attuned Mentoring for Graduating Latina/o Social Workers to Foster Career Advancement

“…Studies document that integrated mentoring expands a mentees' network, sense of self-empowerment, and overall academic and career preparation (Luna & Prieto, 2012). Crisp and Cruz (2012) distinguish four types of support: emotional, educational and career related, knowledge of academics, and role modeling.…”

Assessing Empowerment at HSIs: An Adapted Inputs-Environments-Outcomes Model

“…In turn, sense of belonging has also been shown to promote Latinx student academic achievement at HSIs (Chun, Marin, Schwartz, Pham, & Castro-Olivo, 2016). However, it is essential to note conceptual differences on perceptions of mentoring between Latinx and students from other racial groups in a survey of students at an HSI, which suggests a need for measures designed for different groups of students (Crisp & Cruz, 2010). Furthermore, it is critical to assess if Latinx students are engaging in academic enrichment opportunities, such as bridge or research and internship programs, and how these experiences further empower them.…”