Fulfilling the University Promise: Enriching the Art of Mentoring with Counseling Methods and Empirical Evidence

Autor/in	Valencia, Albert
Titel	Fulfilling the University Promise: Enriching the Art of Mentoring with Counseling Methods and Empirical Evidence
Quelle	In: Journal of the Association of Mexican American Educators, (2007), S.14-25 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Mentors; Academic Achievement; Transfer Students; College Transfer Students; Higher Education; Dropouts; Stopouts; Academic Persistence; Counseling; School Holding Power; College Freshmen; Enrollment; Attendance; Hispanic American Students; Ethnic Groups; Student Attrition; California + Suchen Sie Ihr Suchwort? Schulleistung; Hochschulwechsel; Schulwechsel; Studienortwechsel; Hochschulbildung; Hochschulsystem; Hochschulwesen; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Ausstieg; Counselling; Beratung; Studienanfänger; Einschulung; Anwesenheit; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Ethnie; Schülerbeurlaubung; Kalifornien
Abstract	One particular campus of the California State University system is a comprehensive metropolitan university located in the center of California's agricultural heartland. This campus is one of many universities incorporating approaches to better address the needs of their students. Throughout the article the campus will be identified as the University. When a student drops out of a college or university the impact is significant both personally and financially. Attaining a college or university degree increases a person's earning power by 50 percent when compared with the earning power of non-graduates. Yet, a significant number of students leave the university before earning a degree, and do not return. At the University an experience known as the "sophomore slump" manifests itself as students leave after they complete their first year. This slump also includes community college transfer students who enroll at the University and stop attending after their first year. While some students stop out and then return, this article addresses the need to encourage students enrolled in the university to remain, to persist, and ultimately to graduate. This article highlights the factors that impact access, admission, academic progress, retention, and persistence at the University, and presents a review of the predictors of attrition among college students found in the literature. One way for the University to fulfill its educational promise to the large, diverse Latino population living in its service area is to continue in its efforts to assist students to succeed and to graduate. In this regard, this article outlines the implementation of an idea whose time has come. Mentoring is a culturally appropriate method for first-year students to learn how to navigate the complicated maze called university life. Mentoring gives back to the community and honors people who take time and energy from their life to mentor others. Data indicates that mentoring is beneficial to the student mentee as well as to the university-trained mentor. Lastly, the integration of counseling methods into mentoring allows mentors to understand that a student mentee who has missed scheduled meetings and has not answered emails and therefore does not deserve compassion is someone who probably needs it the most (ERIC).
Anmerkungen	Association of Mexican American Educators. 634 South Spring Street Suite 908, Los Angeles, CA 90014. Tel: 310-251-6306; Fax: 310-538-4976; e-mail: executivedirector@amae.org; Web site: http://www.amae.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10