Understanding Networks of Natural Mentoring Support among Underrepresented College Students

Autor/inn/en	Raposa, Elizabeth B.; Hurd, Noelle M.
Titel	Understanding Networks of Natural Mentoring Support among Underrepresented College Students
Quelle	In: Applied Developmental Science, 25 (2021) 1, S.38-50 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8691
DOI	10.1080/10888691.2018.1526635
Schlagwörter	College Freshmen; Late Adolescents; Disproportionate Representation; Minority Group Students; First Generation College Students; Economically Disadvantaged; Social Networks; Social Support Groups; Friendship; Family Relationship; Adults; Mentors; Caring; Selective Admission; Public Colleges; Ethnicity; Race + Suchen Sie Ihr Suchwort? Studienanfänger; Halbstarker; Social network; Soziales Netzwerk; Social support; Soziale Unterstützung; Freundschaft; Care; Pflege; Sorge; Betreuung; Bildungsselektion; Ethnizität; Rasse; Abstammung
Abstract	Naturally-occurring mentoring relationships with caring, nonparental adults can provide critical support to underrepresented students during the transition to college. The current study sought to examine the nature of underrepresented students' relationships with natural mentors during their first three semesters in college. Results revealed that participants perceived greater relational closeness with natural mentors who were extended family members or family friends compared to natural mentors from other categories (e.g., natural mentors who were teachers). Moreover, natural mentors who were extended family or family friends provided greater levels of emotional, appraisal, informational, and instrumental support to students relative to natural mentors who were former teachers or other school staff. Natural mentors who were college faculty or staff provided more informational support than natural mentors who were family or family friends. Findings have implications for understanding intergenerational mentoring relationships that may promote resilient outcomes among underrepresented students transitioning to elite, predominantly white colleges and universities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01