While strides have been made for increased access in higher education, barriers continue to impede the success of traditionally underrepresented students. Students in alternative education programs often experience differential access to faculty, advisors, university support systems, and the supportive culture established by being on campus. In addition to disconnection from university culture, they may not have the social and cultural capital that can help them feel confident and worthy or capable of an advanced degree. This study was a descriptive-exploratory program evaluation of the distributed learning social work mentoring program at California State University, Chico. The study critically analyzed the mentoring program. The three research questions were (1) what components/content areas of a mentoring program are used most by students; (2) what contributed to the utilization of a mentor; and (3) how did technology influence (impact/guide) the mentoring process? Further, the researcher examined if these components differed between first-generation and non-first-generation students, between rural and urban-dwelling students, by the age of students, graduate and undergraduate students, and the student's geographical proximity to the main CSU, Chico campus. All demographic areas of students utilized mentoring for Emotional Support, Self-Care, Help in Managing School, Family, and Work and Time Management. Other nuances of differential support were explored.
|Advisor:||McCall, Mary E.|
|Commitee:||Corley, Connie, Hooyman, Nancy, McAlister, Martha, Murphy-Shigematsu, Stephen|
|School:||Fielding Graduate University|
|Department:||The School of Human and Organization Development|
|School Location:||United States -- California|
|Source:||DAI-A 75/06(E), Dissertation Abstracts International|
|Keywords:||Distance learning, Distributed learning, First generation students, Mentoring, Rural students, Technology in social work education|
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