Take a critical look at the theory and recent empirical research specific to mentoring undergraduate students. This monograph:
* Explains how mentoring has been defined and conceptualized by scholars to date,
* Considers how recent mentoring scholarship has begun to distinguish mentoring from other developmental relationships,
* Synthesizes recent empirical findings,
* Describes prevalent types of formalized programs under which mentoring relationships are situated, and
* Reviews existing and emerging theoretical frameworks.
This monograph also identifies empirical and theoretical questions and presents research to better understand the role of mentoring in promoting social justice and equity. Presenting recommendations for developing, implementing and evaluating formal mentoring programs, it concludes with an integrated conceptual framework to explain best-practice conditions and characteristics for these programs.
This is the first issue of the 43rd volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.
Содержание
Executive Summary 7
Foreword 11
Introduction 14
Importance and Value of Mentoring 16
Mentoring Definitions and Characteristics 18
Who Can Be a Mentor? 23
Mentoring Literature Reviews 26
Monograph Purpose and Guiding Questions 29
Monograph Overview 30
Synthesis of Recent Empirical Findings 31
Description of Reviewed Mentoring Scholarship 31
Mentoring Descriptions, Sensemaking, and Expectations 33
Perceptions, Functions, and Roles of Mentoring 35
Mentoring Benefits 38
College Adjustment and Development 40
Academic Progress and Success 41
Contributions of the Present Review 42
Summary and Conclusions 44
Contextualizing Mentoring Relationships 45
Orientation and Retention Programs 45
Mentoring for Social Justice and Equity 48
Peer Mentoring 50
Undergraduate Research and Honors Programs 52
Summary and Conclusions 57
Established and Emerging Mentoring Frameworks 58
Overview of Mentoring Theories and Frameworks 59
Typology-Related Frameworks 59
Process-Based Frameworks 62
Outcomes-Based Frameworks 67
Summary and Conclusions 71
Conclusions and Recommendations 73
Synthesis of Key Findings 73
Enduring Limitations and Recommendations for Future Research 75
Proposed Conceptual Framework: Mentoring Undergraduate Students 81
Evidence-Based Mentoring Practices 86
Concluding Remarks 90
References 92
Name Index 105
Subject Index 111
About the Authors 113
Об авторе
Gloria Crisp is an associate professor at Oregon State University and coeditor of New Directions for Institutional Research.
Vicki L. Baker is a professor of economics and management at Albion College and an instructor of business administration at Pennsylvania State University.
Kimberly A. Griffin is an associate professor in the College of Education at the University of Maryland in the Counseling, Higher Education, and Special Education Department.
Laura G. Lunsford studies the psychology of mentoring and leader development and has published dozens of articles and books in this field.
Meghan J. Pifer is an associate professor of higher education and senior assistant director of the Cadre and Faculty Development Program at the University of Louisville.
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