Peer mentoring and intercultural understanding: Support for refugee-background and immigrant students beginning university study

Vickers, Margaret H.; McCarthy, Florence E; Zammit, Katina

doi:10.1016/j.ijintrel.2017.04.015

Cited by 34 publications

(23 citation statements)

References 23 publications

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“…It has shown how sustained contact among students from different cultural/refugee/ethnic backgrounds can create relationships that breakdown stereotypes held about students who are different. Sustained interaction also can create new patterns of understanding and appreciation of students from different cultures and religions, and expand the confidence of students to interact with and be open to other students who come from cultures different from their own [18]. The results of this research indicate that sustained, supported interaction among students from different backgrounds can create meaningful reciprocal forms of learning and cultural openness.…”

Section: Equity Buddies: a Multicultural Cross-level Mentoring Programmentioning

confidence: 69%

“…Providing the supports and skills that help mentors assist their mentees is one way the mentoring experience works for both parties; mentors feel confident they have information to offer, and mentees find the relationship with their mentor to be satisfying in academic and socially important ways. Over time, what begins as pure required interaction becomes comfortable relationships or even friendships among the students [18].…”

Section: Equity Buddies: a Multicultural Cross-level Mentoring Programmentioning

confidence: 99%

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Service-learning: New Dimensions to Usual Practice

McCarthy

2018

SHS Web Conf.

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“Educating the heart” has long been a theme in service-learning indicating the importance of developing awareness, understanding and respect for people unlike oneself. Particularly at the tertiary level, however, changing conditions and pressures on universities and colleges to produce “employment ready” students, manage with reduced funding and adjust to changing academic priorities can pose real challenges to service-learning programs. This article explores situations which may deflect the ability of service-learning programs to fully develop aspects of educating the heart. Additionally, the article suggests alternatives that can promote reinvigorated service-learning programs featuring intercultural understanding, strong multi-cultural ties and viable social relationships among students and with social organizations, community groups, and local people.

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Section: Equity Buddies: a Multicultural Cross-level Mentoring Programmentioning

confidence: 69%

Section: Equity Buddies: a Multicultural Cross-level Mentoring Programmentioning

confidence: 99%

Service-learning: New Dimensions to Usual Practice

McCarthy

2018

SHS Web Conf.

Self Cite

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“…While peer mentoring has been widely employed within the university sector to support new students (Cornelius et al, ) and students from minority backgrounds (Vickers et al, ), research has failed to keep pace with these evolving approaches (Gershenfeld, ). The development of peer mentoring programmes for students with ASD is underpinned by dual issues of the paucity of research aimed at understanding the most effective approaches to peer mentoring, and understanding of how best to support students with ASD in university environments.…”

Section: Discussionmentioning

confidence: 99%

A realist evaluation of peer mentoring support for university students with autism

Thompson¹,

Falkmer²,

Evans³

et al. 2018

British J Special Edu

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Education is effective in improving outcomes in autism spectrum disorder (ASD). While peer mentoring has demonstrated preliminary promise in supporting university students with ASD, the effective mechanisms remain unclear. The aims of this study were to explore the required contexts, mechanisms and outcomes of peer mentoring for university students with ASD. Semi-structured interviews based on a Realist Evaluation framework were conducted with 23 peer mentors and 24 university students with ASD. Thematic analysis identified three context themes: 'environmental conditions', 'university course demands' and 'aspects of ASD'; four mechanism themes: 'mentor', 'communication and social interaction', 'problem solving' and 'training and supervision'; and five outcome themes: 'identifying personal strengths', 'increased autonomy', 'achieving goals', 'relationships' and 'positive mentor outcomes'. Standard peer mentoring approaches can be enhanced to meet the needs of students with ASD by including training for mentors on ASD, and approaches that support mentees' social interaction and communication needs.

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“…Other global studies reveal that most global universities adapt their programmes' content into a wide range of lecturer coordinated programmes such as student pre-assessment and academic development units aimed at catering for students with diverse academic backgrounds (Vickers, et al, 2017;Stephenson & Rajendram, 2017;Williams & Johnson, 2011;Mather & Muchatuta, 2011). However, the current study's findings show that only one support programme (offering tutorials) was implemented by the two universities of technology, which could not adequately cater for students' diverse needs.…”

Section: Tcdl6 Elaborated Thatmentioning

confidence: 99%

Content adaptation procedures to cater for students with diverse academic backgrounds in deliveringTextile, Clothing and Design programmes in Zimbabwe. A case study of two universities of technology

Chimbindi

Rembe

2018

int.jour.sci.res.mana

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Universities of technology in Zimbabwe enrol students with various background educational qualifications for Textile, Clothing and Design programmes. The students are combined and learn in same class resulting in high students’ failure rate, drop outs, late completion of degree programmes, and poor performance of graduates. Thus researchers sought to examine curriculum adaptation procedures used to cater for the students. Post-positivism paradigm in mixed method research approach was adopted for the study. Interviews with TCD management, document analysis, and questionnaire with lecturers yielded qualitative and quantitative data. Findings revealed that lecturers employed various uncoordinated methods to adapt the curriculum content to cater for the students

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Peer mentoring and intercultural understanding: Support for refugee-background and immigrant students beginning university study

Cited by 34 publications

References 23 publications

Service-learning: New Dimensions to Usual Practice

Service-learning: New Dimensions to Usual Practice

A realist evaluation of peer mentoring support for university students with autism

Content adaptation procedures to cater for students with diverse academic backgrounds in deliveringTextile, Clothing and Design programmes in Zimbabwe. A case study of two universities of technology

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