A Case Study of Mentoring Relationships between Faculty Ambassadors and First Generation Hispanic Students in a First-Year Initiative Program

Autor/in	Swafford, Clark Elliott
Titel	A Case Study of Mentoring Relationships between Faculty Ambassadors and First Generation Hispanic Students in a First-Year Initiative Program
Quelle	(2017), (313 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northeastern University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3697-1543-9
Schlagwörter	Hochschulschrift; Dissertation; Qualitative Research; Case Studies; First Generation College Students; Mentors; Teacher Student Relationship; College Faculty; Interviews; Observation; Focus Groups; Prior Learning; Influences; Barriers; Trust (Psychology); Student Needs; Emotional Response; Educational Environment; Texas + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Qualitative Forschung; Case study; Fallstudie; Case Study; Teacher student relationships; Lehrer-Schüler-Beziehung; Fakultät; Interviewing; Interviewtechnik; Beobachtung; Vorkenntnisse; Influence; Einfluss; Einflussfaktor; Emotionales Verhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	This qualitative case study sought understanding of unique mentoring relationships of six faculty ambassadors and nine Hispanic first-generation students (HFGS) as part of a first-year initiative program. The single site was a career college in Texas, Taylor College. There were three research questions to guide inquiry comprised of six faculty ambassadors and six students in interviews, class observations, two grand tours, and one focus group with three HFGS: (1) What is the nature of mentoring relationships in the FYI Program? (2) How have students' prior experiences factored into the mentor-based discussions? (3) How has the mentoring relationship influenced student integration at this campus? A purposeful sampling strategy was employed with maximum variation sampling for ambassadors and criterion sampling for students. Findings illuminated barriers to overcome and importance of building trusted relationships between ambassadors and students as they learned to navigate college. Ambassadors helped HFGS find their way in college by providing mentoring and as an advocate in student's behalf. Findings led to five conclusions: (1) Emotional support provided in the mentoring relationship is vital for student integration, (2) Validating HFGS is crucial to students developing an active voice, students feeling welcomed, and acknowledging that experiences and contributions matter, (3) The importance of building a trusted relationship between mentor and mentee was crucial to integration, (4) Helping HFGS understand the process of going to college, learning to integrate, and becoming self-reliant were central to student success, and (5) Re-aligning students' responsibilities of family, work, and school are essential to a successful start in college. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01