A Mentor-Based Targeted Intervention for High-Risk Latino College Freshmen

Abstract

This article describes the implementation and evaluation of a pilot mentoring program that provided support for Latino college freshmen at risk for poor academic outcomes. Latino is a term used in the United States to identify persons of Spanish-speaking origin or descent who designate themselves as Mexican American, Chicano, Puerto Rican, Cuban, or of some other Hispanic Origin. The study illustrates specific ways in which a mentoring program can promote positive academic outcomes by targeting students at high psychosocial risk.

Processes and Outcomes of a Mentoring Program for Latino College Freshmen

“…Of these, 327 were self‐identified Latinos. In Study 1 and in a prior pilot study (Torres Campos et al, 2009), cluster analysis had been used to identify at‐risk students. This procedure took time and delayed assignment of mentees to mentors.…”

“…Furthermore, given the limited resources available for academic support programs, targeted interventions, aimed at identifying and intervening with students at the highest levels of risk, can provide help where it is most needed (Torres Campos et al, 2009). Students with little internalized motivation, a low sense of self‐efficacy, high stress and poor coping abilities, and little social support are at greater risk for doing poorly in college (Robbins et al, 2004; Torres Campos et al, 2009). Few studies have focused on at‐risk students, and there are virtually no evaluations of such programs.…”

Cancer Genetic Risk Assessment and Referral Patterns in Primary Care

“…Researchers have recently advocated using latent class analyses of multiple characteristics to identify subgroups that would benefit from targeted interventions (Coffman et al, 2007;Sutfin et al, 2009;Thompson et al, 2009). Indeed, latent class analysis is similar to cluster analysis that has been used to design and implement such interventions (Collins et al, 2008;Torres Campos et al, 2009). We used STATA 10.0 for estimation of the latent class probabilities.…”

Depression and Relational Health in Asian American and European American College Women

“…In the effort to decrease attrition that might occur from the stresses of entry to college, colleges have implemented a variety of formal programs for providing support and building community for incoming students, such as freshman orientation, Big Brothers/Big Sisters programs that match older and younger students, and first‐year experience courses that provide opportunities for building community. Recently, programs that decrease freshman stress and depression by creating mentor and community connections for vulnerable student populations have been successful (e.g., first‐generation and minority college students; Torres Campos et al., ).…”