Understanding the Student-Faculty Mentoring Process: Its Effects on At-Risk University Students

Abstract

SThe purpose of this investigation was to understand the student-faculty mentoring process and how mentoring relationships facilitate at-risk students' adjustment to college. The sample consisted of 65 college students who were involved in a Faculty Mentoring Program (FMP) at a four-year institution. A conceptual model was tested relating ethnic homogeneity in studentmentor backgrounds and frequency of student-mentor contact to perceived mentor supportiveness, students' attitudinal adjustment to college, students' academic performance, and level of satisfaction with the FMP. Results of the path analysis revealed that students with mentors of the same ethnicity met more frequently with their faculty mentors and, in turn, viewed mentors as being more supportive in furthering their career and personal development and expressed greater satisfaction with their participation in the FMP. Likewise, student-mentor ethnic homogeneity and frequency of studentmentor contact directly influenced students' attitudinal adjustment to college and, in turn, impacted positively on students' academic performance and satisfaction with the FMP. The findings are discussed in terms of Social Network Theory. / SANTOS AND REIGADAS

Effect of Mentoring Program on Mentees’ Academic Performance from an Islamic Perspective

“…Today, the traditional mentoring concept that is previously viewed as an important field of education (Little et al 2010;Johnson et al 1991) and counseling (Gregson 1994;Zuraidah et al 2004) has been given new interpretations by contemporary educationists, social psychologists and management scholars in order to suit it with the diversity of organizational development and challenges (Dennison 2000;Ismail et al 2005;Ismail et al 2006;Ismail & Ridzuan 2012;Oliver & Aggleton 2002 (Cummings & Worley 2009;Johnson et al 1991;Long 2002;Noe et al 2002). There is no one best mentoring program model to fit all organizations, but they are designed and implemented according to the uniqueness of organizational contexts in terms of beliefs, policy, orientations, stresses, strengths and weaknesses (Irving et al 2003;Ismail et al 2005;Ismail et al 2006;Santos & Reigadas 2002;Santos & Reigadas 2005). These factors have affected organizations to design and administer the various types of mentoring program, especially informal relationship (e.g., specific demands, spontaneous and ad-hoc) and formal relationship (e.g., structured and coordinated relationship between mentor and mentee, using standard norms, continuously action plans, time frame, and particular objectives).…”

“…In organizations, formal and informal mentoring programs are viewed as equally important, but informal mentoring programs are often implemented to complement and strengthen formal mentoring programs in order to achieve organizational strategies and goals (Friday & Friday 2002;Hansford & Ehrich 2006;Hansford et al 2003: Ismail et al 2005Ismail et al 2006). A review of current higher education student development program literature highlights that effective mentoring programs have two salient practices, i.e., communication and support (Bernier et al 2005;Ismail & Ridzuan 2012;Tennenbaum et al 2001 (Allen et al 2005;Fox et al 2010;Ismail et al 2005;Ismail et al 2006;Santos & Reigadas 2005;Stewart & Knowles 2003).…”

“…In an institution of higher learning context, academic performance is usually measured based on the following criteria like students' persistence rates, graduation rates, and grade-point average (Granger 1995;Levin & Levin 1991;Santos & Reigadas 2005). Within a mentoring program model, many scholars think that communication, support and academic performance are distinct, but strongly interrelated constructs.…”

Beyond Grade Point Average and Standardized Testing: Incorporating a Socio-Economic Factor in Admissions to Support Minority Success

“…Following up on that claim, mentoring is also a widely used intervention program for minorities that serves to increase their interest in STEM fields 20 . Studies have shown that minority students who actively participate in one-on-one mentorship positively correlate with the transition to college, higher grade point averages, lower attrition and clearly defined educational goals [21][22][23][24] . Tutoring, seminars, and research experience also positively supports the idea of increasing minority STEM student retention and success 25 .…”

The effects of collective racial esteem on African American undergraduate male involvement in public four-year institutions of higher education.

“…Santos and Reigadas (2005) examined the studentfaculty mentoring process and its effects on at-risk students. Many of the at-risk students in this particular study were African American students and are therefore relevant to this dissertation.…”