Factors Contributing to the Retention of Natural Mentors among Underrepresented Students across the First Year of College

Autor/inn/en	Negrete, Andrea; Griffith, Aisha N.; Hurd, Noelle M.
Titel	Factors Contributing to the Retention of Natural Mentors among Underrepresented Students across the First Year of College
Quelle	In: Mentoring & Tutoring: Partnership in Learning, 26 (2018) 1, S.70-90 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-1267
DOI	10.1080/13611267.2018.1445434
Schlagwörter	Mentors; Interpersonal Relationship; College Freshmen; Disproportionate Representation; Role; Trust (Psychology); Longitudinal Studies; Minority Group Students; Online Surveys; Individual Characteristics; Personality Traits; College Entrance Examinations; Standardized Tests; Gender Differences; SAT (College Admission Test); ACT Assessment + Suchen Sie Ihr Suchwort? Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Studienanfänger; Rollen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Individual characteristics; Aufnahmeprüfung; Standadised tests; Standardisierter Test; Geschlechterkonflikt; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	The current study examined characteristics of natural mentoring relationships (NMRs; i.e. mentoring relationships that develop organically with adults in one's pre-existing social network) among underrepresented college students as contributors to NMR retention across the first year of college. The sample consisted of 209 underrepresented college students (73% female; mean age = 18.1, SD = 0.35) who reported having a natural mentor during the first semester of college. Each participant could report up to five natural mentors and a total of 550 NMRs were reported. We found that more frequent contact and greater relational closeness with natural mentors during the Fall semester of mentees' first year of college increased the likelihood that NMRs were retained through the Spring semester of the first year. These findings shed light on aspects of NMRs that may be most central to fostering their duration during difficult transitional spaces. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01