Evaluating Mentorship Programs: Survey Items for Improving Student Affairs Practice

Autor/inn/en	Fernandez, Frank; Mason, Sarah; Saetermoe, Carrie L.; Chavira, Gabriela
Titel	Evaluating Mentorship Programs: Survey Items for Improving Student Affairs Practice
Quelle	In: Journal of College Student Development, 63 (2022) 2, S.223-228 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0897-5264
Schlagwörter	Mentors; Program Improvement; Student Personnel Services; Student Personnel Workers; Learner Engagement; Race; Program Evaluation; Academic Achievement; Critical Race Theory; Item Analysis; Prediction; Summative Evaluation; Undergraduate Students; Minority Group Students; Measures (Individuals); Student Surveys; Student Attitudes; Sense of Community; Culturally Relevant Education; Teacher Student Relationship; College Faculty + Suchen Sie Ihr Suchwort? Rasse; Abstammung; Programme evaluation; Programmevaluation; Schulleistung; Itemanalyse; Vorhersage; Messdaten; Schülerbefragung; Schülerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Fakultät
Abstract	Positive mentorship perceptions relate to higher intent to persist (Baier et al., 2016) and sense of belonging (e.g., Apriceno et al., 2020). Apriceno and colleagues (2020) used multiple survey items to examine student engagement with mentors, but they were unable to consider how mentors incorporate Black, Indigenous and People of Color (BIPOC) students' minoritized statuses as part of the mentoring relationship. Other scholars have captured multiple factors in mentoring relationships but overlooked the importance of race in those relationships (Docherty et al., 2018). Student affairs professionals are increasingly expected to assess and evaluate programs that support student success (Fallucca, 2018). Beyond satisfying accountability pressures, assessment and evaluation work is important for gathering data to improve practice and support students. In this article, the authors draw on their experiences evaluating a program that uses critical race theory to improve faculty-student mentoring. They share survey items from the quantitative portion of the evaluation, which examines the extent to which race is part of mentoring relationships. Then they provide preliminary findings to show that the survey items predict sense of belonging when they are used as a summative scale. They conclude by discussing the implications for professionals who work with student affairs-based mentoring programs, who use assessment and evaluation in their work, and for undergraduate research mentors. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01