Difference between revisions of "Mentoring"

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==Mentoring, by both peers and faculty, is crucial ==
 
==Mentoring, by both peers and faculty, is crucial ==
  
Peer mentoring has been used as a tool to increase the retention rates of underrepresented students in a range of academic fields. "Differences in ethnic cultural values and socialization; internalization of stereotypes; ethnic isolation and perceptions of racism; and inadequate program support" (Halpin, Halpin, Good) are all factors that contribute to the difficulties underrepresented students endure in academic fields like economics.  
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[[File:Peer Mentoring.jpeg|300px|right]]
  
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Peer mentoring has been used as a tool to increase the retention rates of underrepresented students in a range of academic fields. "Differences in ethnic cultural values and socialization; internalization of stereotypes; ethnic isolation and perceptions of racism; and inadequate program support" (Good, Halpin, and Halpin, 2000) are all factors that contribute to the difficulties underrepresented students endure in academic fields like economics.
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The implementation of peer and faculty mentoring programs can alleviate issues which typically cause the attrition rates of underrepresented students to be high. Mentoring promotes greater student/faculty contact, communication and understanding, can encourage the use of university resources designed to aid students with nonacademic problems, promotes prompt interventions with academic difficulties, and creates a culturally validating atmosphere for students.  In particular, studies have shown that same-gender or same-race mentorship is particularly effective at increasing student's feelings of self-efficacy, academic motivation, and interest in a subject (Asgari, Dasgupta, and Cote, 2010)
  
  
The implementation of peer and faculty mentoring programs can alleviate issues which typically cause the attrition rates of underrepresented students to be high. Mentoring promotes greater student/faculty contact, communication and understanding, can encourage the use of university resources designed to aid students with nonacademic problems, promotes prompt interventions with academic difficulties, and creates a culturally validating atmosphere for students.
 
 
Peer and faculty mentors, through personal connections and one on one understanding, allow underrepresented students to feel comfortable in an otherwise uncomfortable academic environment.  
 
Peer and faculty mentors, through personal connections and one on one understanding, allow underrepresented students to feel comfortable in an otherwise uncomfortable academic environment.  
  
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Asgari, S., Dasgupta, N., & Cote, N. (2010). When does contact with successful ingroup members change self-stereotypes?: A longitudinal study comparing the effect of quantity vs. quality of contact with successful individuals. Social Psychology. 41:3, 203-211.
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Campbell, Toni A., and David E. Campbell. "Faculty/Student Mentor Program: Effects on Academic Performance and Retention." SpringerLink. Research in Higher Education. Web. 1 Nov. 2011. <http://www.springerlink.com/content/v21t781257134158/export-citation/
 
Campbell, Toni A., and David E. Campbell. "Faculty/Student Mentor Program: Effects on Academic Performance and Retention." SpringerLink. Research in Higher Education. Web. 1 Nov. 2011. <http://www.springerlink.com/content/v21t781257134158/export-citation/
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Highsmith, Robert J., Ronni Denes, and Marie M. Pierre. "Mentoring Matters." NACME Research Letter 8 (June 1998): 1-10. National Action Council for Minorities in Engineering. National Action Council for Minorities in Engineering, Inc. Web. 1 Nov. 2011. <http://www.invivovision.com/library/N-nacmejun98.pdf>.
 
Highsmith, Robert J., Ronni Denes, and Marie M. Pierre. "Mentoring Matters." NACME Research Letter 8 (June 1998): 1-10. National Action Council for Minorities in Engineering. National Action Council for Minorities in Engineering, Inc. Web. 1 Nov. 2011. <http://www.invivovision.com/library/N-nacmejun98.pdf>.
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Nagda, BA, Gregerman SR, Jonides J, von Hippel W, Lerner JS.  1998.  Undergraduate student-faculty research partnerships affect student retention. The Review of Higher Education. 22:55-72.l
 
Nagda, BA, Gregerman SR, Jonides J, von Hippel W, Lerner JS.  1998.  Undergraduate student-faculty research partnerships affect student retention. The Review of Higher Education. 22:55-72.l
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Redmond, S. P. "Mentoring and Cultural Diversity in Academic Settings." American Behavioral Scientist 34.2 (1990): 188-200. Print.
 
Redmond, S. P. "Mentoring and Cultural Diversity in Academic Settings." American Behavioral Scientist 34.2 (1990): 188-200. Print.
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Topping, K. J. "The Effectiveness of Peer Tutoring in Further and Higher Education: A Typology and Review of the Literature." Higher Education 32.3 (1996): 321-45. Print.
 
Topping, K. J. "The Effectiveness of Peer Tutoring in Further and Higher Education: A Typology and Review of the Literature." Higher Education 32.3 (1996): 321-45. Print.
 
    
 
    
A Promising Prospect for Minority Retention: Students Becoming Peer Mentors
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Jennifer M. Good, Glennelle Halpin and Gerald Halpin
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Good, J., Halpin, G., & Halpin, G. A Promising Prospect for Minority Retention: Students Becoming Peer Mentors. The Journal of Negro Education , Vol. 69, No. 4, The School Reform Movement and the Education of African American Youth: A Retrospective Update (Autumn, 2000), pp. 375-383 Article Stable URL: http://www.jstor.org/stable/2696252
The Journal of Negro Education , Vol. 69, No. 4, The School Reform Movement and the Education of African American Youth: A Retrospective Update (Autumn, 2000), pp. 375-383
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Published by: Journal of Negro Education
 
Article Stable URL: http://www.jstor.org/stable/2696252
 
  
 
Effective Strategies to Increase Diversity in STEM Fields: A Review of the Research Literature Author(s): Lisa Tsui Source: The Journal of Negro Education, Vol. 76, No. 4 (Fall, 2007), pp. 555-581 Published by: Journal of Negro Education Stable URL: <http://www.jstor.org/stable/40037228>
 
Effective Strategies to Increase Diversity in STEM Fields: A Review of the Research Literature Author(s): Lisa Tsui Source: The Journal of Negro Education, Vol. 76, No. 4 (Fall, 2007), pp. 555-581 Published by: Journal of Negro Education Stable URL: <http://www.jstor.org/stable/40037228>
 
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Latest revision as of 00:59, 14 November 2013

Mentoring, by both peers and faculty, is crucial

Peer Mentoring.jpeg

Peer mentoring has been used as a tool to increase the retention rates of underrepresented students in a range of academic fields. "Differences in ethnic cultural values and socialization; internalization of stereotypes; ethnic isolation and perceptions of racism; and inadequate program support" (Good, Halpin, and Halpin, 2000) are all factors that contribute to the difficulties underrepresented students endure in academic fields like economics.


The implementation of peer and faculty mentoring programs can alleviate issues which typically cause the attrition rates of underrepresented students to be high. Mentoring promotes greater student/faculty contact, communication and understanding, can encourage the use of university resources designed to aid students with nonacademic problems, promotes prompt interventions with academic difficulties, and creates a culturally validating atmosphere for students. In particular, studies have shown that same-gender or same-race mentorship is particularly effective at increasing student's feelings of self-efficacy, academic motivation, and interest in a subject (Asgari, Dasgupta, and Cote, 2010)


Peer and faculty mentors, through personal connections and one on one understanding, allow underrepresented students to feel comfortable in an otherwise uncomfortable academic environment.