The topic of this study is a community college mentoring program, connecting small groups of students with a campus employee. The mentoring program was a feature in a pilot AVID student success class. Specifically, this study attempts to answer the following questions: How do AVID College Mentors develop genuine relationships with their Mentees? Using a lens of cultural capital, race, first generation to college, and class, what challenges and opportunities do they see in their work? What are the implications for institutional change? Both students and college staff took part in this study. Staff was a mix of classified staff, administrators, and faculty. For the most part, the students in the study were low income, first generation to college, African American, and Latino. The mentoring program represented an effort to help traditionally marginalized students develop social and cultural capital as a means of improving their likelihood of college success. The study examined in particular the role of relationships among mentors and students in developing that capital. Data show mentors built genuine relationships that validated students and that students truly valued. Mentors often acted in multiple ways to undergird students. Further, two distinct approaches or stances towards relationships with students emerged from the mentors: the ally stance and the navigator stance. While both stances were effective, both had limitations too. Mentors worked throughout the year to find an appropriate balance between the two postures. Implications include the possibility that community colleges explore means of piloting and expanding similar programs and budgeting work time for the purpose.
Keywords: community college, mentors, cultural capital, race, class, first generation to college
|Commitee:||Cooks, Jamal, Stroud, Regina, Zirkel, Sabrina|
|Department:||School of Education|
|School Location:||United States -- California|
|Source:||DAI-A 73/12(E), Dissertation Abstracts International|
|Subjects:||Community college education, Educational leadership|
|Keywords:||Community college, Cultural capital, First generation to college, Mentors, Race, Socioeconomic class|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be