Difference between revisions of "Mentoring"

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(Mentoring, by both peers and faculty, is crucial)
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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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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.  
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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)
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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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{{hidden|Sources|
 
{{hidden|Sources|
   
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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.
  
 
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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A Promising Prospect for Minority Retention: Students Becoming Peer Mentors
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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
Jennifer M. Good, Glennelle Halpin and Gerald Halpin
 
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
 
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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Revision as of 12:28, 23 June 2012

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" (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.