A college focused mentoring programme for students in socio-economically disadvantaged schools: the impact of mentoring relationship and frequency on college-going confidence, application efficacy and aspirations

O’Sullivan, Katriona; Mulligan, Robyn; Kuster, Megan; Smith, Ronan J.; Hannon, Cliona

doi:10.5456/wpll.19.2.113

Cited by 9 publications

(8 citation statements)

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“…Universities currently active in promoting WP under this policy focus are employing activities like subject supports, guidance and learning supports alongside financial supports. However, these generally have little impact on institutional culture (Bowes et al ., ) and fail to recognise the complex nature of educational disadvantage, running the risk of raising aspirations without actually affecting academic performance (O'Sullivan et al ., ).…”

Section: Introductionmentioning

confidence: 97%

“…Low SES students do not always possess the ‘navigational capital’ (which refers to the students’ ability to navigate the complex and unfamiliar university system) to support progression to HE, and they lack experience of the ‘norms’ associated with HE (Reay et al ., ). Social mobility can, however, be facilitated through the acquisition of certain forms of ‘social capital’, a concept which has begun to gain salience as a means of understanding how low SES students navigate HE, despite facing significant barriers (Hannon et al ., ; O'Sullivan et al ., , ). While Bourdieu talks about the limits associated with social capital, Putnam's () more contemporary definition provides an explanation of how social capital can facilitate social mobility.…”

Section: Introductionmentioning

confidence: 99%

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Academic identity, confidence and belonging: The role of contextualised admissions and foundation years in higher education

O’Sullivan

Bird

Robson

et al. 2019

British Educational Res J

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This article presents a cross‐national exploration of responses to widening participation (WP), with a specific focus on the provision of foundation year (FY) programmes and the use of contextualised admissions (CA) in selective Irish and UK institutions. There remains a dearth of research on these routes, with little understanding of the characteristics of students who utilise them, of why students use these routes and little knowledge of their effect on students’ experiences in university and their overall sense of belonging. A year‐long longitudinal comparative case study design examined three alternative entry routes in two selective higher education institutions (HEIs) in England and Ireland: a well‐established FY; a newly formed FY; and a CA pathway. Data were collected through a mixed‐method approach. Questionnaires and in‐depth focus groups were employed at fixed points with participating students in each route. Results indicated that FY students had lower levels of familial educational history and parental occupation. FY students’ sense of belonging significantly increased over the year, with students reporting increased confidence and sense of belonging due to the relationships established during the FY. CA students’ sense of belonging remained the same, with students reporting feeling different and isolated. Results indicate that while students utilising FYs may be ‘more disadvantaged’ than CA students, their experiences helped establish a sense of belonging; illustrating the need for diverse WP routes catering to a wide range of needs. Results highlight the importance of providing opportunities to develop social and bridging social capital for all non‐traditional students.

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Section: Introductionmentioning

confidence: 97%

Section: Introductionmentioning

confidence: 99%

Academic identity, confidence and belonging: The role of contextualised admissions and foundation years in higher education

O’Sullivan

Bird

Robson

et al. 2019

British Educational Res J

Self Cite

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“…John et al, 2015). Adapted in Ireland, this community-based approach has documented success across international contexts (O'Sullivan et al, 2017).…”

Section: Social Class and Capital Formation Across Generationsmentioning

confidence: 99%

Higher Education in Post-Neoliberal Times: Building Human Capabilities in the Emergent Period of Uncertainty

John¹

2023

Preprint

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This paper argues that the neoliberal consensus about education finance has broken down due to growing economic inequality. First, I use a comparative historical analysis of political alliances to examine patterns of world trade and nations’ policies for economic and educational development since World War II. The United States emphasized STEM-collegiate preparation for all students, while most countries continued the dual emphasis on technical-tertiary and higher education. Educational policy in the US and Pacific region also shifted to reliance on markets and student loans resulting in worsening economic inequality in access. Nations with dual technical and academic pathways in secondary and postsecondary education systems expand college enrollment rates more rapidly than the US. They also experience class conflict between the working-middle class and the new technology elite. Next, I examine how education policy shifted from national planning aligned with public funding to market-based incentives for institutional development, further exposing gaps in opportunity within nations. Finally, recognizing the variations in systemic causes of inequality, I argue that governments, education agencies, and civic activists can best promote equity by organizing to address barriers to opportunity for groups left behind in the wake of withering neoliberal education policy.

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“…The "advising as coaching" model, developed at Utah Valley University, combines aspects of academic advising with leadership coaching to "encourage the student to take responsibility for the process of developing, refining, and engaging in their decision-making and planning activities" (McClellan & Moser, 2011). This advising as coaching process (ADVISE) follows five stages: Active listening; Determining desire, dream, and problem; evaluate what has been done so far; Identify options; Select options and develop a plan; and engage and evaluate.…”

Section: Collaborative Partner: Acdc Advisorsmentioning

confidence: 99%

“…The conversation around how to mentor undecided or "exploring" students is only just beginning. While numerous research articles have established a positive student success correlation between both mentors and mentees (Hirsch, 2021;Lund, 2019;O'Sullivan, 2017;Rhodes, 2008;Young, 2021), surprisingly few peer-reviewed publications have been published thus far on the effects of a comprehensive mentoring program directed specifically at undeclared, and often first generation, college students. However, there's plenty of work being done on the ground at undergraduate campuses across the country (Steele, 2022).…”

Section: Introductionmentioning

confidence: 99%

The Role of Social Capital, Collective Efficacy, and Webs of Support in Supporting First Year Students: Experiences From the Exploratory Studies Program at the University of Nebraska Omaha

2023

JHETP

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Historically, graduation rates for students entering the University of Nebraska Omaha as "undecided" were abysmal. The Exploratory Studies Program was created to support students who enter the university without a major (Explorers), half of them being first-generation, who often equate their indecision with not belonging at the university and face an array of barriers in higher education. Explorers embedded in a "web of support" of faculty, peer mentors, and advisors help to normalize the process of finding a best-fit major and navigating the complexities of academia, well-being, and future career development. The current article employs sociological and human development paradigms to demonstrate how social capital, collective efficacy, and webs of support can improve student belonging in their first year in university and help buffer barriers to success in higher education. In addition, this framework offers educators a powerful tool to work collaboratively with "undecided" students to augment persistence toward graduation.

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A college focused mentoring programme for students in socio-economically disadvantaged schools: the impact of mentoring relationship and frequency on college-going confidence, application efficacy and aspirations

Cited by 9 publications

References 0 publications

Academic identity, confidence and belonging: The role of contextualised admissions and foundation years in higher education

Academic identity, confidence and belonging: The role of contextualised admissions and foundation years in higher education

Higher Education in Post-Neoliberal Times: Building Human Capabilities in the Emergent Period of Uncertainty

The Role of Social Capital, Collective Efficacy, and Webs of Support in Supporting First Year Students: Experiences From the Exploratory Studies Program at the University of Nebraska Omaha

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