Latinos in Higher Education: An Evaluation of a University Faculty Mentoring Program

Abstract

The purpose of this study was to understand the student-faculty mentoring process and how mentoring facilitates Latino students' adjustment to college. Thirty-two Latino students participating in a university Faculty Mentoring Program (FMP) were surveyed. The findings showed that (a) students experienced an increase in college self-efficacy and academic goal definition as a result of participating in the FMP; (b) students with same-ethnic mentors perceived them to be significantly more supportive in furthering their personal and career development and reported significantly greater program satisfaction than nonmatched students; and (c) frequency of student-mentor contact was positively correlated with students' adjustment to college, perceived mentor supportiveness, and program satisfaction.Resumen: El propósito de este estudio fue el entender el proceso de guía o apoyo entre estudiante y profesor; y como dicha guía facilita la adaptación a la universidad de estudiantes Latinos. Treinta y dos estudiantes Latinos que participaron en un Programa con Profesores Guías (FMP) fueron investigados. Los resultados demuestran: (a) como resultado de la participación en el FMP los estudiantes experimentaron un incremento en auto-eficacia en la universidad, así como la definición de metas académicas; (b) estudiantes asignados a profesores guías del mismo grupo étnico percibieron a sus guías con mayor capacidad de brindarles apoyo para su desarrollo personal y académico, y reportaron más satisfacción en el programa que los estudiantes que tuvieron guías de grupo étnico diferente; y (c) la frecuencia de contacto entre el estudiante y el mentor se correlacionó positivamente con el ajuste o adaptación de los estudiantes al medio universitario, la percepción de apoyo y la satisfacción en el programa.Latino student retention and graduation at 4-year institutions continues to be a major concern among college and university officials. Several programs have been implemented at colleges and universities throughout California to 40

Ethnic Minority Status Stress, Self-Efficacy, and Persistence Intentions among Hispanic College Women: A Moderation Analysis

“…According to Bandura's theory, verbal persuasion and vicarious learning are two important sources of self-efficacy (Bandura, 1997). Previous studies have found that students who report higher levels of interaction with supportive faculty as mentors and advisors also tend to report higher levels of academic and college self-efficacy (Santos & Reigadas, 2002;Vogt, 2008). Furthermore, in studies with diverse college students, academic self-efficacy mediated the relation of faculty-student interactions to college grades (DeFreitas & Bravo, 2012); college self-efficacy also mediated the relation of environmental supports to self-perceived academic progress (Garriott et al, 2015).…”

“…4(1), June 2016 Researchers have argued that, in addition to the typical challenges associated with youth and college life, students from ethnic minority groups experience stressors related to their membership in a socially identified group that has been the target of discrimination and oppression (Contrada et al, 2001;Smedley, Myers, & Harrell, 1993). Ethnic minority status stress emerges as a result of experiencing undesirable situations (e.g.…”

Connecting through Engagement: Latinx Student-Faculty Interaction in Community College

“…Additionally, engagement with faculty increases Latinx students' sense of belonging (Hurtado & Carter, 1997), social satisfaction (M. E. Levin & J. R. Levin, 1991), and college adjustment and self-efficacy (Santos & Reigadas, 2002). In short, interaction with faculty leads to higher cognitive and non-cognitive outcomes, and increases the retention and graduation of Latinx students.…”

Mentoring in Academia: Considerations for Diverse Populations

“…That being said, some of our conclusions may be applicable to the undergraduate mentor-protégé relationship. Readers interested in undergraduate mentoring and diversity issues are directed to the relevant literature (e.g., Good, Halpin, & Halpin, 2000;Grant-Thompson & Atkinson, 1997;Kim, Goto, Bai, Kim, & Wong, 2001;Santos & Reigadas, 2002).…”