Dissertation/Thesis Abstract

Mentoring of first generation college students: A cross-sectional quantitative study
by Swift, Samantha, M.S.W., California State University, Long Beach, 2015, 58; 1585525
Abstract (Summary)

This quantitative study explored the perceived value of mentoring among mentors and mentees in the Partners for Success Program at California State University, Long Beach. Aspects of academic success were compared between mentees and randomly selected undergraduates not in the program. The sample size was 271 (27 mentors, 136 mentees, and 108 other undergraduates). A self-administered online survey measured values of mentoring, social support, and self-efficacy. GPAs were self-reported. Mentees valued career help significantly more than mentors. Both groups rated teaching, career counseling, and trust most highly. European Americans had significantly higher social support scores than Latino/Hispanics. Among mentees, self-efficacy was positively correlated with academic performance. It is recommended that academic mentoring programs focus their efforts on fostering trust and providing advisement. Special attention should be paid to the availability of social capital, especially among ethnic minorities.

Indexing (document details)
Advisor: Potts, Marilyn
Commitee: Brocato, Jo, Ranney, Martha
School: California State University, Long Beach
Department: Social Work, School of
School Location: United States -- California
Source: MAI 54/04M(E), Masters Abstracts International
Subjects: Social work, Ethnic studies, Higher education
Publication Number: 1585525
ISBN: 978-1-321-62903-3
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