Women, Mentoring, and a Border University

Poel, Elissa Wolfe; Arroyos-Jurado, Elsa; Coppola, Barbara

doi:10.1080/15236803.2006.12001453

Cited by 5 publications

(1 citation statement)

References 9 publications

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“…It allows mentees to take a closer look at themselves, examine issues affecting them, and find solutions that are available (Bohannon & Bohannon, 2015). The success of a mentoring program includes support for one another, a shared vision of success, and the creation of a safe environment for personal and professional growth (Poel, Arroyos-Jurado, & Coppola, 2006). The commitment and engagement of mentoring partners are key to establishing, maintaining, and experiencing successful mentoring relationships (Zachary, 2012).…”

Section: Final Commentsmentioning

confidence: 99%

Mentoring Hispanic Students: A Literature Review

Alcocer

Martínez

2017

Journal of Hispanic Higher Education

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The notion of mentoring can be understood as a one-to-one relationship between a mentor and a protégé. A more contemporary perspective of the term argued it as a collaborative environment where the mentor and the mentee can learn from each other. This document presents faculty attitudes and reactions on the role of mentoring. In the reviewed articles, scholars coincided on the idea that mentoring is an effective academic tool which impacts students' adjustment, retention, and achievement, and argued the development of peer mentoring programs as a resource for support during students' academic path in postsecondary education. We include cases of effective peer mentoring programs in higher education institutions, and highlight the fact of pairing students with similar interests is beneficial for both participants due to the establishment of an exchange of learning and knowledge. The authors also annotated the fact that some traditional mentoring models in education have typically excluded Hispanics and individuals of other underrepresented minorities (URM), as there is lack of availability of faculty with similar backgrounds. This article includes perspectives that Hispanic higher education students shared in regard to their expectations of a mentor. This review also shows successful cases of peer mentoring programs with Hispanic students, which considered the cultural capital of this specific minority, and its connection with mentees' expectations on outcomes from mentorship. Resumen Se argumenta la noción contemporanea de un entorno collaborativo donde el mentor y el mentado pueden aprender el uno del otro. Se incluyen perspectivas que comparten estudiantes hispanos en educación superior con respecto a sus experiencias de mentores. Casos exitosos de programas de mentoría de compañeros entre estudiantes hispanos, capital cultural de esta minoria y su conexión con expectativas de mentados y resultados de mentoría se comparten.

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Section: Final Commentsmentioning

confidence: 99%