Sunderman, H. M., & Hastings, L. J. (2023). Generativity development among college students who mentor: a sequential multimethod quantitative study. International Journal of Mentoring and Coaching in Education, 12(2), 145-161. Summarized by Ellen Parry Luff About the Study The concept of generativity, or encompassing care for future generations and a desire to leave a legacy, […]
Date: Thursday, September 21, 2023, 12:00 PM EST The Center for Evidence-Based Mentoring is hosting a 2023 Webinar Series on Effective Student Mentoring for college and higher-education populations. The next webinar in the series is titled “They Helped Me Fill the Gaps”: Promoting First-Generation College Students’ Help-Seeking Attitudes and Behaviors, and will be led by Dr. Matthew […]
Payne, A. N. (2023). A Black feminist youth participatory action research photovoice exploration of Black girls and college women. American Journal of Community Psychology. https://doi.org/10.1002/ajcp.12694 Summarized by Ariel Ervin About the Study Although research provides an outlet to amplify the activism and voices of Black girls and women, few evaluate spaces for Black girls and […]
Kook, Y., Le, T. P., Robey, N., & Raposa, E. B. (2023). Mental health and resource utilization among underrepresented students transitioning to college in the United States. Journal of Diversity in Higher Education. Advance online publication. https://doi.org/10.1037/dhe0000496 Summarized by Saniya Soni About the Study Despite 35% of job openings requiring a bachelor’s degree, the American […]
Date: Thursday August 10th, 2023, 12:00 PM EST The Center for Evidence-Based Mentoring is hosting a 2023 Webinar Series on Effective Student Mentoring for college and higher-education populations. The next webinar in the series is titled Supporting College Students with Minoritized Identities Through Mentoring, and will be led by Dr. Elizabeth Raposa, Associate Professor of Psychology at […]
Beckman, C.M. (2022). How first-generation undergraduates persisted during COVID-19: Adaptive capital? [Doctoral Dissertation, Saint Mary’s College of California]. ProQuest Dissertations Publishing. Summarized by Ariel Ervin Notes of Interest: There are different persistence and retention rates between first-generation (FC) college students and continuing-generation college students (CS). Evidence also indicates that people who have a bachelor’s degree […]
Zlotkowski, L. (2023). The unique challenges and demands of first-generation college students who participate in division III athletics. Journal of First-Generation Student Success. https://doi.org/10.1080/26906015.2023.2222050 Summarized by Ariel Ervin Notes of Interest: First-generation college students face more challenges than their peers in navigating college. Because student-athletes need to maintain their athleticism and academics to succeed, it’s imperative to […]
Woods, C. & Preciado, M. (2016). Student–Mentor Relationships and Students’ College Attitudes. Journal of Education for Students Placed at Risk (JESPAR), 21(2), 90-103. DOI: 10.1080/10824669.2015.1127767 Summarized by Justin Preston Introduction Research has demonstrated that low-income high school students are less likely to plan for college, apply to selective colleges and universities, and complete a […]
Glass, L. E. (2023). Social capital and first-generation college students: Examining the relationship between mentoring and college enrollment. Education and Urban Society, 55(2), 143–174. https://doi.org/10.1177/00131245221076097 Summarized by Ariel Ervin Notes of Interest: There is a progressively big gap in college graduation rates among first-generation and low-income students. Studies indicate that this notable disparity stems from a lack […]
Garcia-Murillo, Y., Sánchez, B., Carter, J. S., McMahon, S. D., & Schwartz, S. E. (2023). Natural mentoring among college students of color: Considerations for their ethnic-racial identity and psychological well-being. Journal of Community Psychology. https://doi.org/10.1002/jcop.23064 Summarized by Ariel Ervin Notes of Interest: College students of color in predominately White institutions (PWIs) have poorer graduation and retention […]
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