Peer Mentoring as Social Capital for Latina/o College Students at a Hispanic-Serving Institution

2017 ◽  
Vol 17 (4) ◽  
pp. 375-392 ◽  
Author(s):  
Roxanne V. Moschetti ◽  
Scott W. Plunkett ◽  
Rafi Efrat ◽  
Dani Yomtov
Keyword(s):  
College Students ◽  
Social Capital ◽  
Peer Mentoring ◽  
Qualitative Data ◽  
First Generation ◽  
Academic Support ◽  
Mentoring Program ◽  
Peer Mentors ◽  
Hispanic Serving Institution ◽  
Hispanic Serving

An evaluation was conducted on a university peer mentoring program for Latina/o college students (mostly freshmen and first generation) at a Hispanic-Serving Institution. Data were collected across 3 years from 458 Latina/o students with mentors and 86 Latina/o students without mentors (Year 3). Quantitative and qualitative data indicated mentees viewed peer mentors as social capital (e.g., emotional and academic support). Mentees reported increased university integration and connection at posttest, significantly greater than nonmentored students.

Peer mentoring to support first-generation low-income college students

2018 ◽  
Vol 99 (7) ◽  
pp. 47-51 ◽  
Author(s):  
Sean Plaskett ◽  
Diksha Bali ◽  
Michael J. Nakkula ◽  
John Harris
Keyword(s):  
Low Income ◽  
Peer Mentoring ◽  
First Generation ◽  
Mentoring Program ◽  
Peer Mentors ◽  
Qualitative Investigation ◽  
Potential Value ◽  
Formidable Challenge ◽  
High School To College ◽  
Low Income College Students

Transitioning from high school to college can be a formidable challenge, especially for students who are the first in their family to attend college (first-generation) and/or are from low-income backgrounds. The authors’ qualitative investigation of a college mentoring program illuminates the potential value of relatable peer mentors in helping these students get off to a good start.

Grit and Retention Among First Year Hispanic College Students at a Hispanic Serving Institution

2020 ◽  
Vol 42 (2) ◽  
pp. 264-270
Author(s):  
J. Derek Lopez ◽  
Jennifer M. Horn
Keyword(s):  
United States ◽  
College Students ◽  
First Generation ◽  
First Year ◽  
Student Orientation ◽  
Hispanic College Students ◽  
Hispanic Serving Institution ◽  
New Student Orientation ◽  
Hispanic Serving ◽  
New Student

Hispanic college students attending a Hispanic Serving Institution (HSI) in the southwest United States were administered the short grit survey during new student orientation for 2 consecutive years ( N = 496) to ascertain the association with grit scores and retention after the first year of university attendance. Results indicate that there was a gender difference in grit scores and retention. Few grit survey items were associated with retention, thus suggesting that the grit survey may not be an appropriate predictor of retention for first-generation Hispanic college students.

The Experiences and Perceptions of College Peer Mentors Interacting with Students with Intellectual and Developmental Disabilities

2020 ◽  
Vol 45 (4) ◽  
pp. 271-287
Author(s):  
Lindsay S. Athamanah ◽  
Marisa H. Fisher ◽  
Connie Sung ◽  
Jinny E. Han
Keyword(s):  
High School Students ◽  
Developmental Disabilities ◽  
Peer Mentoring ◽  
Social Impact ◽  
Mentoring Programs ◽  
Future Research ◽  
Mentoring Program ◽  
Intellectual And Developmental Disabilities ◽  
Peer Mentors ◽  
The Impact

Peer mentoring programs provide an opportunity for individuals with and without intellectual and developmental disabilities (IDD) to learn, socialize, and work together in supportive and inclusive environments. In this study, we used a phenomenological research design to explore the impact of a college campus-based peer mentoring program on the experiences and perceptions of participating college peer mentors ( n = 13) toward high school students with IDD who were enrolled in a school-to-work transition program housed on campus. Using thematic analysis across four different data sources, we identified three main themes that peer mentors discussed based on their experiences in the program: (a) mentors’ personal development: constructing meaning of self, (b) mentee growth: perceived work and social impact, and (c) campus community benefits: normalizing disability. Peer mentors reported their own attitudes toward individuals with IDD were changed based on participating in the peer mentoring program and they observed improvements in their mentees’ personal and work-related social relationships. We discuss how these outcomes have impacted the peer mentors’ attitudes, career choices, and lives in general. We also provide implications for future research and practice regarding development and implementation of peer mentoring programs in the community.

Desire for Higher Education in First-Generation Hispanic College Students Enrolled in a Graduate Counseling Program

2014 ◽  
Vol 45 (1) ◽  
pp. 72-91 ◽  
Author(s):  
Tamara Olive
Keyword(s):  
Higher Education ◽  
First Generation ◽  
Hispanic Students ◽  
General Structure ◽  
Nonlinear Process ◽  
Counseling Program ◽  
Hispanic College Students ◽  
Hispanic Serving Institution ◽  
Hispanic Serving ◽  
Counselor Education Program

Abstract Motivation to seek higher education is rarely examined in Hispanic first-generation graduate students, those whose parents have not attended college, and there is less literature examining those whose desire for education extends to a master’s degree in counseling. The purpose of this study was to conduct a phenomenological examination of the desire to attend college among first-generation Hispanic students enrolled in a counselor education program. One-hour taped interviews were conducted with three volunteer participants enrolled in a graduate counseling program at a Texas university designated as a Hispanic-serving institution. Meaning units and constituents were extracted, and a general structure was developed using the Descriptive Phenomenological Method (Giorgi, 1985). The phenomenological analysis resulted in one structure that identifies the influence of respected others; resilience and self-efficacy; self-denial; a need for distinction and career satisfaction; spirituality; altruism; and a view of commitment to a counseling degree as a nonlinear process.

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