Literaturnachweis - Detailanzeige
| Autor/in | Rubin-Johnson, Lisa |
|---|---|
| Titel | Benefits and Challenges of Cross-Racial Mentoring as Experienced by First-Generation BIPOC PWI Student Mentees and Their White Mentors in a Non-Profit College Success Program |
| Quelle | (2023), (215 Seiten)
PDF als Volltext Ed.D. Dissertation, Northeastern University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-3794-0872-5 |
| Schlagwörter | Hochschulschrift; Dissertation; Mentors; Racial Differences; First Generation College Students; Minority Group Students; Predominantly White Institutions; At Risk Students; Whites; Community Organizations; School Community Programs; College Faculty; White Teachers; Academic Persistence; Graduation Rate; Program Effectiveness; Barriers; Cultural Awareness |
| Abstract | The purpose of this research study was to explore the benefits and challenges of cross-racial mentoring experienced by both first-generation BIPOC student mentees attending predominantly white institutions, and their white mentors, who participated in a non-profit college success program. First-generation BIPOC college students experience greater challenges than their white continuous-generation peers including receiving significantly less guidance into and through college, which contributes to the 6-year graduation rate of 15% for the lowest-income quartile. This study seeks to inform white off-campus mentors from community-based organizations (CBO), non-profit organizations (NPO), independent educational consultant practices, and white PWI faculty mentors, on ways to improve cross-racial mentoring and raise persistence for this population of students. 14 first-generation BIPOC mentees of mixed gender, ethnicity and race, who were mentored through a non-profit college success program and graduated from eight different PWIs in 2021 and 2022 were interviewed, along with six white adult mentors from the same program. Data was collected using semi-structured interviews, and analyzed using Interpretative Phenomenological Analysis (IPA). Bennett's Developmental Model of Intercultural Sensitivity (DMIS) was used as the theoretical framework to explore how and if intercultural/interracial sensitivity was gained through the cross-racial mentoring relationship. Major findings for benefits that led to persistence included mentoring for academic, financial aid, and career goal planning, giving ongoing encouragement and support, and building trust and social-emotional connection; challenges identified included white mentors feeling unrelatable and mentees being uncomfortable sharing their life challenges and preferring a BIPOC mentor. All white mentors and some BIPOC mentees grew in intercultural/interracial sensitivity based on the DMIS scale. Implications for practice include engaging in mentoring first-generation BIPOC students for at least two years in college but ideally through graduation; white mentors committing to ongoing DEI and anti-racism training; and teaming up with a BIPOC mentor to better address the mentee's life challenges or considering "constellation mentoring", to include a BIPOC mentor, the student's college advisor and family members as a mentoring team. [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). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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