References

  1. Students are more likely to persist and graduate in settings that provide academic, social, and personal support. Support may be provided in structured forms such as in summer bridge programs [and] mentor programs.

Tinto, Vincent. “Promoting Retention Through Classroom Practice,” Paper Presented at Enhancing Student Retention: Using International Policy and Practice Conference, Amsterdam, Nov. 5—7, 2003.

  1. After one year of mentoring by faculty, students with mentors have higher GPAs and are more likely to stay in college compared to students who do not have mentors.

Campbell, T.A. and Campbell, E.D. 1997. “Faculty/Student Mentor Program: Effects on Academic Performance and Retentions.” Research in Higher Education, 38, 727–742.

  1. Mentoring increased students’ GPA, mentored students failed fewer courses, and mentored students were much more likely to be in good academic standing after one year of college than non-mentored students (88.5% vs. 57.1%).

Salinitri, G. (2005). The effects of formal mentoring on the retention rates for first— year, low achieving students. Canadian Journal of Education 28(4), 853—873.

  1. Mentored first year students are significantly more likely to return to college for a second year.

Terenzini, P.T., Pascarella, E.T., and Blimling, G.S. 1996. “Students Out—of—class Experiences and their Influence on Learning and Cognitive Development: A Literature Review.” Journal of College Student Development, 37, 149–162.

  1. Having a mentor in college helps students with identity formation, coping skills, stress reduction, and persistence to graduation. Bordes,V., & Arredondo, P. (2005). Mentoring and 1st year Latina/o students. Journal of Hispanic Higher Education, 4, 114—133.

  2. Mentored minority college students are twice as likely to persist as non-mentored minority students. They also have higher GPAs than non—mentored students.

Crisp, G. and Cruz, I. 2009. “Mentoring College Students: A Critical Review of the Literature between 1990 and 2007.” Research in Higher Education, 50: 525–545.

  1. Formal and informal mentoring programs are conducive to the transition, retention, and success of minority students in higher education. • Students who participate are much more satisfied with their college experience than those who did not participate in mentoring programs. • Establishing multiple levels of mentoring programs——faculty, peers, staff, and administrators——is important in providing success mechanisms for minority students.

Pope, M. L. (2002). Community College Mentoring: Minority Student Perception. Community College Review, 30(3), 31.

  1. Having a mentor in college helps students with identity formation, coping skills, stress reduction, and persistence to graduation.

Bordes,V., & Arredondo, P. (2005). Mentoring and 1st year Latina/o students. Journal of Hispanic Higher Education, 4, 114-133.