ANNOTATED BIBLIOGRAPHY 2
Annotated Bibliography
Seminal Articles
Dappen, L. D., & ISERNHAGEN, J. C. (2005). Developing a student mentoring program: Building connections for at-risk students. Preventing School Failure: Alternative Education for Children and Youth, 49(3), 21-25.
Economic and social stresses cause parents not to be involved with their children or are overwhelmed by them. Such children who lack the care of parents are the targets for mentoring programs. Dappen and Isernhagen give the history of mentoring indicating that it began in ancient Greece. They observe that mentoring can have a positive impact upon the youth and this has been proven through research. They claim that there has been increased growth in these programs with the majority of growth being among school-based programs, this being the most rapidly growing. The authors indicate that school based mentoring programs have two stages of growth.
The content of the source offers facts whose sources are clearly indicated. The citations also appear to be good sources containing related material although most of these are more than a decade old.
Gupta, A., & Gowda, M. R. (2012). Mentoring India’s Youth. IIM Kozhikode Society & Management Review,1(2), 75-84.
Gupta and Gowda see the youthful population of India as the source of the country’s rapid economic growth, which will use outsourcing, globalization, and technology for the provision of services to countries with older populations. The authors indicate that Indi’s youth are faced with inequality of opportunity due to factors such as caste and religion. They briefly discuss the history of mentoring; giving its operational models and the outcomes of programs, which have reached scale. They give a narration of the experiences from a mentoring program in which they participated in Southern India, discussing its design, and situational analysis and qualitative analysis of beneficiaries and participant experiences respectively.
This article aims at showing how mentorship can transform the capabilities of youth in India. It uses objective language and the authors are credible with affiliation with a credible organization.
Hall, R., & Jaugietis, Z. (2011). Developing peer monitoring through evaluation. Innovative Higher Education, 36, 41-52.
Hall and Jaugietis argue that an important component of the strategy of enhancing the experience of first year undergraduates is the inclusion of peer mentoring programs. They claim that for them to operate, they must be informed using evidence that they are effective. They report a six yearlong study of a peer-mentoring program developed so that any feedback received would be used for the improvement of program implementation. The experiences of participants, it was shown, were significantly enhanced and beneficial effects increased through the life of the program. By participating in the program, peer mentors enhanced their communication, leadership and organizational skills.
These findings are significant to the intended topic, as they appear applicable to it. They can be duplicated. It is particularly significant because it relates to students in higher education institutions. It employs social support theory and empirical evidence obtained from surveys.
Larose, S., Tarabulsy, G., & Cyrenne, D. (2005). Perceived autonomy and relatedness as moderating the impact of teacher-student mentoring relationships on student academic adjustment. Journal of Primary Prevention, 26(2), 111-128.
Larose, Tarabulsy and Cyrenne studied the impact of a mentoring relationship between teachers and students on students’ academic adjustment. They used a quasi-experimental design involving three groups. It involved an assessment of academic adjustment and performance before and after being involved in mentoring. Following the final mentoring meeting, an assessment of perceived relatedness and autonomy was done. High relatedness students were found to better adjust socially and have better institutional attachment than the other two groups even after social network dispositions, performance, and initial adjustment were controlled. Low relatedness low autonomy students were found to have lower emotional and academic adjustment than the other two groups of students while in college.
This article would be useful in a discussion of the possible pros and cons of mentoring relationships with respect to autonomy and relatedness processes.
MBoka, A. K. (2012). University-sponsored school-based mentoring programs that target at-risk youth: a glimpse of student-mentors’experiences and challenges. Kriminologija i socijalna integracija, 20(1), 83-83.
MBoka looks at how student-mentor experiences are impacted by inadequate academic preparation as well as challenges in logistics and bureaucracy; and how attaining program goals were hindered by these impediments. In this program, the civic and community commitment was to be increased as well as risk factors related to dependency, incorrigibility, and delinquency. The author surveyed university student mentors and analyzed qualitative and quantitative data which indicated that there was a possibility of both protégées and mentors benefitting from the program but most mentors faced bureaucratic, professional and logistical impediments.
This article is important because it shows that it is necessary to prepare school mentors logistically, bureaucratically and academically, and the academic authorities should be committed to easing some of the difficulties encountered by student mentors. It also gives ways through which mentoring experiences and personal commitment to mentoring may be enhanced.
Strayhorn, T. L., & Terrell, M. C. (2007). Mentoring and Satisfaction with College for Black Students. Negro Educational Review, 58(1), 69-83.
Strayhorn and Terrell aimed at a determination of the extent to which faculty student mentoring would predict Black students’ satisfaction in college by performing a secondary analysis of data obtained from a national sample of the College Student Experiences Questionnaire Research Program. They used data from 2004, whose results showed that there was a positive relationship between satisfaction in college and a mentoring relationship between a faculty member and a student in a research based setting. On the other hand, there was no significant effect of an informal mentoring relationship.
This article will be of significance in the experimental design of the intended study, because it informs one of the importance of research based mentoring program over a personal, informal relationship.
Vivian, C. (2005). Advising the at-risk college student. The Educational Forum, 69(4), 336-351.
Vivian acknowledges the positive impact that mentoring has on students’ college experiences. She also indicates that the same applies for students who are at risk for withdrawal or failure. She indicates that these students are less easy to reach and that it is less likely for mentoring relationships to occur to them as opposed to high performing students with a higher likelihood to seek the advice of professors. She argues that these are the students most in need of mentoring, and claims that some factors limiting successful mentoring experiences include constraints on faculty time and reluctance of students to approach faculty mentors. She presents a strategy, which brings about sustained improvement in achievement among students, giving possible reasons why these results were obtained.
The significance of this source is that it gives an idea of how to approach students lacking a strong sense of direction and purpose, who would often be discouraged and frustrated in the usual mentoring approach – without Mentes.
Theory
Alston, C. E. (2013). Addressing the Academic and Social Needs of Young Male Students Through School-Based Mentoring.(Doctoral dissertation). Retrieved from ProQuest LLC. (Accession number 3549816).
The study by Alston was to address the problem of sustainably meeting the social and academic needs of African American male students in the US public school system. To address these needs, a male mentoring program was designed to focus on students in third through fifth grade. He evaluated the program using a qualitative micro-level approach, collecting survey data from mentors and students including a review of student discipline and achievement data. He found out that there was a positive perception of the program by participants who saw its academic and social benefits. He documents a decrease in referrals for discipline and steady academic progress in math and reading.
This article presents the importance of collaboration between mentors and grade level teachers, and the use of student data to direct mentoring activities. It also outlines the positive social change that comes because of implementing mentoring programs.
Converse, N. E. (2005).An Evaluation of a School-based Mentoring Program for Students at Risk for School Failure(Doctoral dissertation, UTAH STATE UNIVERSITY).
Converse studies the impact that a school based mentoring program has on school attitudes, unexcused absences, and office referrals of at risk students. The study showed statistically significant improvements and reductions in school attitude and office referrals respectively, among participants. An analysis was then done of log entries and mentor interview responses, dividing mentors into two groups. More relaxing sessions, more consistent meetings with mentees and fewer office referrals were observed among viewed positively mentors than among questioned impact mentors. The author then discusses the results of the study according to available research on mentoring that is school based. He also provides suggestions for further research.
This article is especially important for suggesting future research in which one would research on how mentoring can be embedded into the school day in the most effective ways, and how the program facilitator’s role can be filled most effectively.
Converse, N., & Lignugaris, B. (2009). Evaluation of a school-based mentoring program for at-risk middle school youth.Remedial and Special Education, 30(1), 33-46.
Converse and Lignugaris investigate the impact that a school based mentoring program has on school attitude, unexcused absences, and office referrals of at risk students. Participants had statistically significant reductions and improvements in office referrals and school attitude respectively. They divide mentors into two groups labeled “viewed positively” and “questioned-impact” based on log entries and mentor interview responses that have been analyzed. They realize that viewed positively mentors report more relaxed mentoring sessions, share food and play games with their mentees more often, report fewer office referrals and meet with their mentees more consistently than their counterparts. They discuss the study’s results in terms of available school based mentoring research. They also provide suggestions for future research.
This article reveals that for a mentorship program to have a positive effect it needs to run for more than a year during which meaningful relationships are forged between mentors and mentees.
Crisp, G., & Cruz, I. (2009). Mentoring college students: A critical review of the literature between 1990 and 2007.Research in Higher Education,50(6), 525-545.
Crisp and Cruz give an update to a review article by Jacobi (1991) revisiting mentoring literature while endeavoring to reframe and update Jacobi’s definition of mentoring and its characteristics. They also synthesize and critically analyze empirical literature from 1990 to 2007 referring to mentoring of college students. They then present mentoring in broad theoretical perspectives from literature in education, business, and psychology prefacing a proposed theoretical framework with reference to mentoring of college students. They then conclude with specific recommendations for the advancement of mentoring literature. Their work is the synthesis of two literature reviews using a total of 94 articles. Their search reveals that the definition of mentoring is ambiguous, there being not less than 50 definitions in the literature. They also find that researchers have three ways in which they agree about mentoring.
From this article, it is evident that there needs to be a universally acceptable definition for mentoring.
Cumming-Potvin, W. M., & MacCallum, J. (2010). Intergenerational practice: mentoring and social capital for twenty-first century communities of practice. McGill Journal of Education/Revue des sciences de l'éducation de McGill, 45(2).
Cumming-Potvin and Maccallum aim to elucidate the relationship between intergenerational practice and social capital within mentoring by presenting data obtained from a case study of Western Australia’s School Volunteer Program. They draw on the concept of community of practice and situated learning theory to examine the limitations and benefits of intergenerational practice. Intergenerational practice has the potential for building social capital for mentors and mentees. It is necessary for further research to be done in school-based communities in which complex power issues may restrict or empower student voices. When community members communicate well, make contributions to the common good and help each other, these create the conditions necessary for rich social capital.
This paper recommends ethnographic studies in which knowledge of how educational theory links with intergenerational practice can be deepened, and the impacts of this practice in the long term on various stakeholders.
Derrick, L. A. (2009).Exploring Mentoring Relationships Between African American High School Males And African American Male Principals(Doctoral dissertation, Bowling Green State University).
Derrick sees mentoring as one of the ways through which outcomes among at risk students can be improved, but that there are still problems, which exist in relation to mentoring African American students. He observes that there is a continual underperformance among African American students in high school, which greatly jeopardizes their chances of going to college. His study aimed at at exploring the influence that mentors have on behavior and self-esteem, focusing on African American principals and at risk students in high school. It examined six subjects’ opinions and perceptions using a portraiture research design. Its intent was to interview them about their mentoring experience in an exploration of how relationships develop between mentors and mentees, and how principals influenced the self-esteem and social behavior of mentees.
This paper adds to the evidence that mentoring has a positive impact upon student mentees.
Irving, S. E., Moore, D. W., & Hamilton, R. J. (2003). Mentoring for high ability school students. Education & Training, 45(2/3), 100-103.
Irving, Moore, and Hamilton examine the effects that a three-year mentoring program has on year students of high ability from a New Zealand high school. The purpose of the program was to make an improvement in the academic results in the examinations of the university bursary. Each selected student was matched with a staff member in an arrangement of mentorship with a focus on generic skills like goal setting, study skills, and time management. It was found that both mentors and mentees found the program enjoyable and successful. Each mentor felt that they had made gains in the skills, which had been taught to them. From statistical analysis, they found that there was no measurable effect of the program on the mentored students’ academic achievement. They then discussed the implications for this type of program and the reasons for these results.