Understanding the Memorable Messages First-Generation College Students Receive from On-Campus Mentors

Wang, Tiffany R.

doi:10.1080/03634523.2012.691978

Cited by 58 publications

(42 citation statements)

References 61 publications

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“…For instance, encouragement from teachers and mentors is cited as a source of motivation to attend college by young people whose parents did not (Blackwell & Pinder, ). Similarly, naturally occurring mentoring relationships with teachers prior to college strongly predict college attendance (Erickson et al., ; Fruiht & Wray‐Lake, ), and on‐campus mentors encourage students to strive for academic success (Wang, ), speaking to the benefit of academic role models for fostering goal striving. While young people likely receive some identity support from various important adults in their lives during adolescence (i.e., their developmental networks), our analyses demonstrate that continuing‐generation college students are most likely to see this support as a critical function of the most influential non‐parental adult in their lives.…”

Section: Discussionmentioning

confidence: 99%

“…The support that young people receive from both formal and informal mentors before college may play a critical role in motivating them to attend college and giving them the skills and capital to be successful once they enroll (DuBois, Holloway, Valentine, & Cooper, ; Sterrett, Jones, McKee, & Kincaid, ; Wang, ). Similarly, studies of college students’ formal mentoring relationships speak to the importance of positive supportive adults in their lives (see Crisp & Cruz, for review), as college students in formal mentoring relationships with faculty and community members have higher grade point averages than their unmentored peers (e.g., Campbell & Campbell, ; Salinitri, ).…”

Section: Mentoring For First‐generation Studentsmentioning

confidence: 99%

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Naturally Occurring Mentorship in a National Sample of First‐Generation College Goers: A Promising Portal for Academic and Developmental Success

Fruiht

Chan

2018

American J of Comm Psychol

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Attending college is increasingly important to compete in this global world; however, young people whose parents did not attend college are significantly less likely to enroll in and finish college. Formal programs to support first-generation college goers are common, but not scalable to provide support to all young people who need it. Instead, mentoring that naturally occurs on these students' journeys into and out of college may be a more practical avenue for supporting their success. This study investigated the role community members, relatives, and educators play in first-generation college goers' educational outcomes. Data from 4,181 participants of the National Longitudinal Study of Adolescent and Adult Health were used to test differences in supports received between first-generation, continuing-generation, and non-college goers. Results demonstrated that mentorship in adolescence moderated the relationship between parental college attendance and educational attainment in adulthood. Next, findings suggested that first-generation students received less support for identity development from their mentors than continuing-generation students. This study has program implications for facilitating college attendance and fostering the development and success of first-generation students. Moreover, this project continues to concretize an emerging taxonomy of mentoring functions for youth and emerging adults.

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Section: Discussionmentioning

confidence: 99%

Section: Mentoring For First‐generation Studentsmentioning

confidence: 99%

Naturally Occurring Mentorship in a National Sample of First‐Generation College Goers: A Promising Portal for Academic and Developmental Success

Fruiht

Chan

2018

American J of Comm Psychol

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“…(Wang, 2012). Undoubtedly communication events via mentoring shape first generation students pedagogical and inter personal relationships with teachers (Wang, 2012). The social support system via family needs a special introspection where family influence impacts underrepresented first generation low income college students persistence towards graduation (Tate et al, 2015).…”

Section: Social Adaptationmentioning

confidence: 99%

“…Mentoring first generation college students leads to academic success, valuing school, increasing future potential, decision making and support and encouragement. (Wang, 2012). Undoubtedly communication events via mentoring shape first generation students pedagogical and inter personal relationships with teachers (Wang, 2012).…”

Section: Social Adaptationmentioning

confidence: 99%

Campus Adaptations among First Generation and Non FirstGeneration Students

N.S¹,

Sequeira²

2018

International Journal of Research in Sociology and Anthropology

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“…To date instructional communication continues to focus primarily on the college classroom as a context for creating knowledge. The current study seeks to continue efforts of instructional scholars (e.g., Braithwaite, 1997;McKay & Estrella, 2008;Turman, 2003;Wang, 2012)…”

Section: Alternative Breaks 118mentioning

confidence: 99%

Alternative Breaks: The impact of student-to-student connections in non-classroom service-learning experiences

Johnson¹

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Alternative Breaks: The impact of student-to-student connections in non-classroom service-learning experiences Zac D. JohnsonAlternative breaks represent a new tradition in collegiate service learning (Campus Connect, 2011), wherein students forego traditional break activities (e.g., vacations) to participate in community service with their peers through university sponsored programs.Despite their growing popularity these programs are understudied. Research that has examined alternative breaks has arrived at claims based on anecdotal data (e.g., DuPre, 2010;Noll, 2012). This dissertation investigated two claims found in alternative break literature: students forge connections (e.g., DuPre, 2010, McElhaney, 1998 and alternative break experiences have a long reaching impact on students (e.g., Barclay, 2010;McElhaney, 1998;Noll, 2012). This was accomplished through two studies. In order to extend instructional communication scholarship on student-to-student connectedness, Study One examined the relationship of connectedness to other similar outcomes such as organizational assimilation, small group socialization, and social integration. Study Two examined the long term impact of alternative break participation by questioning alumni regarding their experience with these programs. Quantitative methods were used to collect data from those completing an alternative break experience and alumni who completed an alternative break when enrolled in college. Alumni also provided qualitative data. Study One revealed that connectedness is positively related to the familiarity with peers, recognition, involvement, and role negotiation dimensions of organizational assimilation, small group socialization, and social integration among peers. Study Two discovered that connections are formed among participants and these connections do persist even upon graduation. Further, participation in alternative breaks has long-term effects beyond relationships. Relationships formed on alternative break could have far reaching impact affecting success and persistence (Tinto, 1993). Taken together these findings indicate that alternative break experiences are a unique opportunity for an institutional program to make substantive contributions to the experience and development of students.Alternative Breaks

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Understanding the Memorable Messages First-Generation College Students Receive from On-Campus Mentors

Cited by 58 publications

References 61 publications

Naturally Occurring Mentorship in a National Sample of First‐Generation College Goers: A Promising Portal for Academic and Developmental Success

Naturally Occurring Mentorship in a National Sample of First‐Generation College Goers: A Promising Portal for Academic and Developmental Success

Campus Adaptations among First Generation and Non FirstGeneration Students

Alternative Breaks: The impact of student-to-student connections in non-classroom service-learning experiences

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