Note on Assessing a Mentor Program

Roberts, Albert E.; Cotton, Lynyonne

doi:10.2466/pr0.1994.75.3.1369

Cited by 20 publications

(11 citation statements)

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“…This line of research has resulted in conflicting findings regarding the effectiveness of formal mentoring programs (e.g., Granger, 1995;Roberts & Cotton, 1994;Thile & Matt, 1995). Thus, the purpose of this study was to understand how the mentoring process facilitates the personal and social adaptation of Latino students to college through an evaluation of a university FMP.…”

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confidence: 95%

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

Santos

Reigadas

2002

Journal of Hispanic Higher Education

124

108

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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

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confidence: 95%

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

Santos

Reigadas

2002

Journal of Hispanic Higher Education

124

108

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“…17 While there has been a proliferation of mentorship programs in recent years, particularly in school settings, there is a paucity of data evaluating these programs. 18 One of the problems with these evaluations is that the mentorship program may be a component of a larger intervention program to help at-risk adolescents, making it difficult to isolate the effect of mentorship alone. Also, it is often likely that the mentor may be involved in more than one program, making it difficult, when analyzing the data, to isolate the effect of the mentor from confounding factors.…”

Section: Commentmentioning

confidence: 99%

“…The authors found no significant changes between the mentorship group and controls; however, this may be because they were assessed after only 3 months. 18 Three months may be an insufficient interval for bonding, trust, and connectiveness to emerge. In another study of 36 at-risk African American youth who were matched with mentors, 21 it was found that there were no significant differences between the mentored group and controls with regard to self-esteem, attitudes about drugs and alcohol, grade point average, school absences, and disciplinary infractions.…”

Section: Commentmentioning

confidence: 99%

“…We do not know whether we would have had similar results in a mentorship program where mentors were assigned to adolescents who had been previously identified as being at high risk. In a study assessing a school-based mentorship program, 18 changes in self-esteem and grade point average were evaluated in 30 male and 46 female African American students from 2 Washington, DC, high schools. The authors found no significant changes between the mentorship group and controls; however, this may be because they were assessed after only 3 months.…”

Section: Commentmentioning

confidence: 99%

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The Potential Role of an Adult Mentor in Influencing High-Risk Behaviors in Adolescents

Beier¹,

Rosenfeld²,

Spitalny³

et al. 2000

Arch Pediatr Adolesc Med

144

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“…In community programs, mentoring generally has been delivered through demographically matched adults (Blechman, 1992). Generally, mentoring has been shown to improve social functioning and skills acquisition among adolescents, although only when conducted over an extended duration of time and with a high quality of relationship (Frecknall & Luks, 1992;Rajala, Townsend & Taylor, 1996;Roberts & Cotton, 1994;Rogers & Taylor, 1997;Royse, 1998;Slicker & Palmer, 1993).…”

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confidence: 97%

Mentoring Improves Acceptance of a Community Intervention For Court-Referred Male Persons in Need of Supervision (PINS)

Gur

Miller

2004

Child Adolesc Soc Work J

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Despite excellent community-based interventions for court-referred adolescent boys, low rates of retention in the initial phase of treatment often lower overall effectiveness. This study assessed the contribution of mentoring towards improving compliance with a community-based intervention for court-referred adolescent male Persons in Need of Supervision (PINS). Charts on 79 court-referred adolescent boys (mean age ¼ 14.28; SD ¼ 1.37) admitted to a community based intervention in a large metropolitan area were systematically reviewed for patterns of service utilization (mentoring and group treatment), familial history, and substance use and psychopathology. Male adolescent PINS who utilized mentoring were ten times more likely to remain in the community-based intervention during the initial 6 months. Following the initial 6 months period, utilization of group treatment, but not mentoring, was associated with retention in the community-based intervention and positive outcome. Community-based intervention for court-referred adolescents might include mentoring during the initial 6 months of treatment to improve compliance.

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Note on Assessing a Mentor Program

Abstract: To clarify the literature on mentor programs, self-esteem and grade point average after such a program were assessed for 30 boys and 46 girls in Grade 11 from 2 high schools. Mixed findings were discussed in terms of possible influences.

Cited by 20 publications

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

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

The Potential Role of an Adult Mentor in Influencing High-Risk Behaviors in Adolescents

Mentoring Improves Acceptance of a Community Intervention For Court-Referred Male Persons in Need of Supervision (PINS)

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