Mentoring Experiences and Latina/o University Student Persistence

Abstract

This study examined the experiences of 17 Latina/o students who participated in a university mentoring program that included academic and cultural resources, involvement, and leadership opportunities. The goal was to understand their lived experiences and their own perceptions of their academic success and persistence. An interpretive phenomenological analysis was used with one-on-one interviews, revealing the following emergent themes: (a) common experiences providing benefits of mentoring, (b) common challenges, and (c) lessons learned. ResumenEste estudio examino las experiencias de 17 estudiantes latina/os que participaron en un programa universitario de mentoría, el cual incluyo recursos académicos y culturales, así como oportunidades de liderazgo e involucramiento. La meta fue la de entender sus experiencias vividas y percepciones propias de éxito y persistencia académicos. Se usó un análisis fenomenológico interpretativo con entrevistas individuales, revelando los siguientes temas: (1) experiencias comunes que proveyeron beneficios de mentoría (2) retos comunes, y (3) lecciones aprendidas.

Persistence of the First-Year College Students

“…The basis of persistence is the power of will. Some research results reinforce the theory, namely factors that influence student persistence including social support (parents, peers), stress, socio-cultural integration, no time management, and no clear goals (Guan, et al, 2006;Lavigne, Vallerand, & Miquelon, 2007;Madhlangobe, et al, 2014, Salas, et al, 2014. In addition, the factors that influence students' persistence are the existence of economic factors, where male-type students withdraw or non-persist from women for fear of worrying about accumulating debt, so they choose to work and focus on his family (Cofer & Somers;Markle, 2015).…”

Developing scientists in Hispanic substance use and health disparities research through the creation of a national mentoring network

“…Models of retention in higher education also suggest that the sense of belonging and social integration that mentoring enhances are integral factors for academic persistence among Hispanic scientists (Chan, Yeh, & Krumboltz, 2015; Tinto, 1975, 2000). Unfortunately, many minority graduate students and junior faculty members report difficulty locating and accessing mentoring, networking, and other professional development opportunities within their home institutions (Bordes & Arredondo, 2005; Carozza, 2002; Salas, Aragon, Alandejani, & Timpson, 2014; Zalaquett & Lopez, 2006). …”

Are Title V Grants and Educational Expenditures Associated with Educational Attainment of Latinasos at Hispanic Serving Institutions? = Estan las subvenciones del program federal Title V y gastos en educacion (instruccion, apoyo academico, y servicios a lasos estudiantes) relacionados con los logros educacionales de lasos Latinasos en las instituciones de estudios superiores que serving a lasos Latinasos (HSI)?

“…Research has found these types of programs improve student retention and graduation rates (Barefoot, 2005;Cambridge-Williams, Winsler, Kitsantas, & Bernard, 2013). Likewise, Latina/o students' persistence and degree attainment increase when they participate in these types of institutional programs (Berrios-Allison, 2011;Gonzales, Brammer, & Sawilowsky, 2015;Hurtado & Carter, 1997;Hurtado & Ponjuan, 2005;Salas, Aragon, Alandejani, & Timpson, 2014;Santos & Reigadas, 2002;Torres & Hernandez, 2010).…”

“…Considering that, HSIs enroll a great proportion of first-generation and less academically prepared students (de los Santos & Cuamea, 2010) academic support and student services may play key roles in their educational attainment in the long-term. For example, advising, counseling, and mentoring programs offered by these units have been associated with Latinas/os' retention and graduation rates (Berrios-Allison, 2011;Salas et al, 2014;Torres & Hernandez, 2010). Also, some HSIs include students' family members to orientation and other activities "so they can understand what is required for getting a university education" (HSI president interview, in Santiago, 2004, p. 3) Furthermore, HSIs with long tradition of enrolling Latina/o students may have institutionalized programs to address the educational needs of Latinas/os.…”

“…Title V grantees received funds for 5-year spans to implement and assess programs that directly benefit the academic outcome of Latino students. Unlike Title V grant, which funds are targeted to specific student programs, educational expenditures cover a broad range of programs difficult to assess on particular student groups (i.e., Latinos (Reason, Terenzini, & Domingo, 2007;Salas, Aragon, Alandejani, & Timpson, 2014;Toews & Yazedjian, 2010). Furthermore, large…”