Collier, P. (2017). Why peer mentoring is an effective approach for promoting college student success. Metropolitan Universities, 28(3), 9-19. https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=3&ved=2ahUKEwjAnsWkivLnAhXdhXIEHYQ0DUgQFjACegQIDRAG&url=https%3A%2F%2Fjournals.iupui.edu%2Findex.php%2Fmuj%2Farticle%2Fdownload%2F21539%2F20817%2F&usg=AOvVaw2umZIl98g17k0hp-lN7mhO
The article evaluates three features of a peer mentoring approach encouraging its greater use. The first two features, cost as well as availability of a huge number of potential mentors, relate to concerns relating to the efficient application of resources. The final feature, establishment of a common perspective, is concerned with questions relating to the relative effectiveness of other mentoring approaches.
The author has arranged the article using subheadings that makes it easy to follow. He has begun with definition of mentoring and introduction that emphasizon the high education mentoring. The author provides an insight into the issue of mentoring focusing on effectiveness and efficiency.
There is a credibility-related issue arising from the hierarchical mentoring relationships. Mentee's understanding of mentor motivation affects the perceived mentor credibility that subsequently affect how likely a student is to follow the advice given by the mentor. Mentees who stick to the advice given by their mentors are more likely to turn out successful. A common perspective concerning enactment of college student role is linked to student success in higher education.
I total agree with the findings of this article that higher education researchers are able to help institutional players in making informed decisions through carrying out studies that evaluate the effectiveness of both approaches of mentoring and how best they can be applied.
Both peer mentoring and hierarchical mentoring are effective approaches for promotion of college student success. Both programs are found on many campuses. As universities and colleges focus on building on their current efforts in facilitating student success via mentoring support, it is crucial to consider issues of efficiency and effectiveness.
Griselda, F. Ph.D. & Antonio, G. E. Ph.D. (2018). Effects of a Peer-To-Peer Mentoring Program: Supporting First-Year College Students' Academic and Social Integration on Campus, Journal of Human Services: Training, Research, and Practice, 3 (2/3). https://scholarworks.sfasu.edu/cgi/viewcontent.cgi?article=1050&context=jhstrp
The study presents findings from a per-to-peer mentoring program that supports diverse first-generation students within a mid-sized university in the Southwest. The mentoring research in the course of the undergraduate years has focused on the quality of lived-collegiate experiences from bot a mentee and peer-mentor perspective.
The paper has made use of mixed methods approach encompassing qualitative analysis, two survey instruments; interviews with peer-mentors and mentees established that student development happened through various means like university involvement, academics, and reinforcement of friendship.
The findings strongly reinforce the theory explored from student integration perspectives. The mentoring program effectiveness highlighted contributions to enhancing overall retention rate, degree of college involvement or first-year experience. From the interviews and surveys it was established that the mentoring program enhanced participant's college experience, retention and campus involvement. The authors provide the various percentages of the components mentioned. Majority of the mentees (86%) reported that the mentoring program helped in improving their overall college experience. According to the findings mentees who decided to self-select their peer-mentors felt less of a commitment in maintaining a relationship with their peer-mentor and often were not satisfied with their matching. About 90% of mentees mentioned in the survey that their peer-mentors helped or encouraged them to become more engaged on campus.
Despite the biases explained by the authors, I find this article very important in helping university management in helping their students to settle on campus. Leaders will understand where there are low retention rates and know what to do to encourage student's participation on campus. This paper explains the importance of peer-to-peer mentoring in higher education.
The findings of the study are worthy for extra investigation including comparisons to outcomes of similar peer-mentoring programs. It is important to carry out more research on development of mentees over time. This study emphasizes the significance of peer-mentors' relationship with their mentees and the capacity of the mentee to encourage establishment of such relationships.
Holloway-Friesen, H. (2019). The role of mentoring on Hispanic graduate students' sense of belonging and academic self-efficacy. Journal of Hispanic Higher Education, 1538192718823716. https://www.academia.edu/39931039/The_Role_of_Mentoring_on_Hispanic_Graduate_Students_Sense_of_Belonging_and_Academic_Self-Efficacy
This study evaluated the role of mentoring on 332 Hispanic graduate student's sense of belonging as well as academic self-efficacy. Mentoring among Hispanic graduate students enhanced significantly higher levels of self-efficacy and sense of belonging as compared to students who are not mentored.
The impact of mentoring and sense of belonging was evaluated on Hispanic graduate students at midsized urban faith-based university that is situated within an ethnically diverse community. Questionnaires were distributed to about 3950 graduate students. About 1092 students completed the survey representing a 28 percent response rate.
The findings supported the 3 hypotheses relating to a sense of belonging as well as academic self-efficacy. Mentored Hispanic students reported high level of sense of belonging as well as enhanced academic self-efficacy as compared to their peers without mentors. Furthermore, the interaction between faculty mentoring as well as a sense of belonging enhanced the students' positive academic self-appraisals. The study indicates that mentoring lays the foundation to other areas of social integration such as per-to-peer interactions outside and inside classroom.
I realize that peer mentoring has to a role to play among marginalized ethnic groups. It is important to consider the social problems that students from marginalized groups face and pay close attention to support programs such as peer mentoring. A sense of belonging as well as academic self-efficacy has been fostered through mentoring.
The study brings on board more information on the scarce literature concerning Hispanic students and validates previous research linking mentoring with benefits of belonging among historically marginalized groups. This research is important in understanding social problems that even affect the performance of students from marginalized groups.
McConnell, K., Geesa, R. L., & Lowery, K. (2019). Self-reflective mentoring: perspectives of peer mentors in an education doctoral program. International Journal of Mentoring and Coaching in Education, 8 (2): 86-101. https://www.academia.edu/41481588/Self-reflective_mentoring_Perspectives_of_peer_mentors_in_an_education_doctoral_program
The aim of the paper is discovering perspectives of peer mentors of an educational doctoral peer mentoring program that was implemented within a mid-sized public institution using focus groups to collect information.
Data obtained from a focused group as well as interview from peer mentors as part of a case study of mentees and mentors in a peer mentoring program for education doctoral students. Four peer mentors took part in the focus group and an interview. The participants were to give their perceptions of the program as well as individual experiences as mentors. Data was collected from mentors being part of a single case study of peer mentoring program as approved by Institutional Review Board. The focus groups gathered information from the mentors concerning their experiences and suggestions for other peer mentoring programs in future.
Four things were established in the data: mentors relate to emotional, social and academic life balances of mentees, mentors offer reassurance and support to mentees, mentees are guided by mentors to focus on the future, and mentors gain professional and personal growth from the peer mentoring program.
I realized that a very small sample size was used in this study and has been mentioned in the limitations, it can be a hindrance into acceptability of the study. This calls for further research in more universities with an expanded sample size. However, the results present what I consider to be true about the impact of mentoring on the mentors which include professional and personal growth.
As compared to other studies with regard to mentoring programs, the peer mentoring program used in this study focused on scholar-practitioner students who balanced full-time careers with their coursework as well as family lives. Consequently, peer mentors had to focus on career and work-balance with the mentees as compared to other programs.
Marino, C., Santinello, M., Lenzi, M., Santoro, P., Bergamin, M., Gaboardi, M., ... & Perkins, D. D. (2020). Can Mentoring Promote Self-esteem and School Connectedness? An Evaluation of the Mentor-UP Project. Psychosocial Intervention, 29(1), 1-8. https://www.academia.edu/39995055/Can_Mentoring_Promote_Self-esteem_and_School_Connectedness_An_Evaluation_of_the_Mentor-UP_Project
The study assesses the influence of mentoring by trained university students on children's self-esteem as well as school connectedness as compared tom schoolmates not on the program. Studies in the US have indicated that youth mentoring is an important strategy for enhancing self-esteem as well as school connectedness in at-risk youth. Mentor-Up describes a school-and community-based weekly mentoring program that is applied in northern Italy over seven years.
Three schools were engaged in Mentor-Up program. The schools were picked from a religion likely to be exposed to environmental and economic adversities. The sample comprised of 209 youths, 34 were placed in the experimental group while 175 were placed in the control group. The sample was from a very diverse group. A linear mixed model approach was used in evaluating the impact of the Mentor-Up program on self-esteem as well as school-connectedness. Models for school-connectedness and self-esteem were estimated separately using R-package.
Results indicated a relative surge in mentees' self-esteem as compared to the control group, whereas the difference in school-connectedness was not significant. The findings indicated that mentees showed higher levels of general self-esteem after a period of seven months whereby a decrease over time was observed in students who were not engaged in the program. Consequently, Mentor-Up program was effective in enhancing self-esteem in mentees. Specific features of the mentoring program enhance the devel...
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