Mentor Proposal

Although a proportion of colleges and universities create programs and interventions that would provide support for all students equally, the collegiate achievement gap among the racial/ethnic minority is still a pressing issue. Researchers suggest that college students from minority groups are susceptible to the five sources of chronic strain (Schneiderman, Ironson, & Siegel, 2005). For example, having a full-time job, or problems between role sets (students and parents). As such, students may struggle with finding funds for college tuition and supplies, resolving housing and safety issues, finding help them care for dependent children, and accessing healthcare. Those situations are especially true for the minority students because they may face more challenge while developing time management and coping skills.

Historically Black Colleges and Universities (HBCU) are experiencing low retention rates with first generation college students. The students are not graduating within a four to six year enrollment period, and or are not returning after their freshmen year. As the American workforce looks to colleges and universities to fulfill the workforce pipeline with educated diverse workers, HBCUs are in the spotlight to produce qualified minority graduates. Moreover, HBCU’s are looking to refine their methods of inclusion and buy-in, this will in-turn manifest a higher level of retention amongst first generation college students.

Academic Advisors have been needed for as long as there have been higher education institutions. America established its first collegiate institutions in the eighteenth century. It was during the nineteenth century “Faculty within specialized curricula took charge of guiding students to the classes they needed” (Gillespie, 2003). Today, the field of academic advising encompasses all of those same needs from the nineteenth century and more. The needs of students have changed and expanded drastically from when America 's first colleges were established. It is not uncommon for an advisor to assist the student in not only selecting which classes they should take but also helping them to determine what career they should have. Essentially that advisor is taking on the responsibility of facilitating the planning of a student 's next four years and their next forty years as well.

While overall college enrollment and graduation rates have risen for all minority groups, there continues to be concerns for this segment of the population, particularly for African American students. Even

Some of the graduates stated they believe their determination to persist to graduation was due to having a mentor to help them throughout their college experience. A way to further this study could be to study the experiences of graduates who had mentors versus those who did not have a mentor and evaluate how this had an impact on their persistence to graduate.

My mentor I interviewed was my mother, Christina Kidd a self-employed Esthetician who takes pride in her profession and loves what she does. She started her early adulthood as a waitress at several different restaurants, as a mother of three she attended a beauty college in Long Beach and achieved her associate’s degree in applied science. She then got training in esthetician at Career Academy to have a license to work in esthetics. She has been self-employed for majority of her adulthood, seventeen years. My mentor manages her own esthetician business called “Skin care by Christy”. She began her business in her home town Orange County by simply caring for other people’s skin till one day people insisted on paying her. Then she expanded

In bringing together our interviews, along with current research on academic advising in post-secondary institutions, we will consider student dynamics, needs, advisement issues, and potential ways to effectively advise high-ability students.

Keeping in line with Marietta College’s statement on Diversity and Inclusion, it is important to map out a plan to make sure we are living up to the mission of the college. In order to fulfill this mission, it is necessary to have students from diverse backgrounds represented on campus. However, having students on campus is only one aspect of D&I work. Understanding the make-up of the college and the surrounding city, it is necessary to ensure these students have the support to be retained through graduation. In this effort, I propose the creation of a three part program that will assist in this effort. This plan will involve

Many programs are targeted to support members of minority, low income, disabled, or first generation students (Kezar, 2000). The main focus of most programs is to give disadvantaged students the same chance of graduating as non-minority students (Ohland & Crockett, 2002). Several common factors play a role in impeding minority acclimation into the college environment, which include: a lack of academic preparation, a lack of peers with common characteristics, and financial need

Their attendance rate was 96.4% on the school year of 2013 to 2014. On campus they have a 1.8% of African Americans, 49.6% of Hispanic, 46.3% of White, 0.4% of American Indian, 0.6% of Asian, 0.0% of Pacific Islander and a 1.2% of students that belong to two or more races. 73.9% of their students were economically disadvantaged, 34.3% were English Language Learners and 6.9% were Special Education. The mobility rate of the campus on 2013 to 2014 was 21.3%.

Recently, Dr. Terry Echols- Program Director and Founder was recognized by Noel-Levitz for his outstanding commitment and success in the creation of the Minority Male Initiative. More institutions around the country have started to implement similar programs that focus on the success and retention of males of color including the creation of the Federal Title III Predominantly Black Institutions Grant which is currently offered at many community colleges. Retention, Graduation Rates and Academic Success are focus areas that should be addressed and improved, and the Minority Male Initiative provides a great model to research.

One thing I believe is a necessity in growing up is having a mentor. Having a mentor is, not only, beneficial for the mentee but also the mentor. Being a mentor is a learning experience for everyone participating, it helps people grow as a person and friendships are created when a bond if formed. Some people might think it's a waste of time for a child or that it'll never work out for a troubled delinquent but based on the research I've done, I have proven them wrong. Through-out this paper I will provide the pros and cons of mentoring and how they affect both mentor and mentee. To back up my proposal that mentoring is supporting, I will supply examples to answer the question: Is mentoring really important?

Every year, 30% of college student dropout within their freshman year. There are many factors that can make a student become at-risk such as. Students from lower socioeconomic status. Students who are not motivated or who lack a sense of personal responsibility. Students whose middle school and high school grades averaged C or lower. I’m writing this paper to propose a plan to help at-risk students succeed in college. My plan is to first to find out whether the students’ problem is external or internal, then meet to with their academic counselor and a personal counselor, have the students talk to their professor, go to tutorial every week.

I have chosen this reference because it has a treasure of information about my research topic, the article also provides support in the form of many references, is timely accurate (2014) and presents an unbiased point of

My work in student affairs provides significant opportunity to contemplate, implement and assess initiatives related to student success and retention. My current research is connected to peer education and the 1st year experience and I have active and growing experience in the needs assessment and