Ceceilia Parnther, Ashtian Holmes, Robert Z. Cortes, R. Simmons
{"title":"Making Meaning of Peer Mentorship for Black Male Community College Students","authors":"Ceceilia Parnther, Ashtian Holmes, Robert Z. Cortes, R. Simmons","doi":"10.30845/jesp.v6n3p10","DOIUrl":null,"url":null,"abstract":"Research surrounding student success and development often focuses on how mentorship affects students‟ noncognitive and cognitive growth, college-engagement, and ultimately their performance and persistence (Astin, 1999; Brown, Davis, McClendon, 1999; Brooms, 2018; Campbell & Campbell, 1997; Crisp, 2010; Strayhorn, 2010). Whereas there are countless studies focused on mentoring relationships as related to college students, two common challenges exist. The first is a universally understood and accepted definition of what mentorship and mentoring experience are (Crisp & Cruz, 2009). The second is, how students make sense of their mentoring experiences (Brooms & Davis, 2017; Kegan, 1994).For Black male students, this need is especially concerning. Black male students stop out of higher education institutions at rates higher than their peers in both the 4-year and 2-year college sector. According to data from the National Center for Education Statistics Table 326.20 (2016), the graduation rates for the 2012 cohort of male students of color at public 2-year institutions, was 11.4% for Black males, 17.6% for Latino males, 21.5% for Pacific-Islander males. These rates are drastically lower when compared to the graduation rates of White male students, which was 25% (NCES, 2016).","PeriodicalId":170810,"journal":{"name":"Journal of Education & Social Policy","volume":"1 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Education & Social Policy","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.30845/jesp.v6n3p10","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0
Abstract
Research surrounding student success and development often focuses on how mentorship affects students‟ noncognitive and cognitive growth, college-engagement, and ultimately their performance and persistence (Astin, 1999; Brown, Davis, McClendon, 1999; Brooms, 2018; Campbell & Campbell, 1997; Crisp, 2010; Strayhorn, 2010). Whereas there are countless studies focused on mentoring relationships as related to college students, two common challenges exist. The first is a universally understood and accepted definition of what mentorship and mentoring experience are (Crisp & Cruz, 2009). The second is, how students make sense of their mentoring experiences (Brooms & Davis, 2017; Kegan, 1994).For Black male students, this need is especially concerning. Black male students stop out of higher education institutions at rates higher than their peers in both the 4-year and 2-year college sector. According to data from the National Center for Education Statistics Table 326.20 (2016), the graduation rates for the 2012 cohort of male students of color at public 2-year institutions, was 11.4% for Black males, 17.6% for Latino males, 21.5% for Pacific-Islander males. These rates are drastically lower when compared to the graduation rates of White male students, which was 25% (NCES, 2016).