A promising prospect for minority retention: Students becoming peer mentors
A promising prospect for minority retention: Students becoming peer mentors
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DOI：
10.2307/2696252
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发表时间：
2000-09-01
期刊：
影响因子：
--
通讯作者：
Halpin, G
中科院分区：
文献类型：
--
作者：
Good, JM;Halpin, G;Halpin, G
该研究通过分析在东南部一所大型土地授予大学的少数族裔工程计划中，在导师的辅导和指导中写的期刊中的评论，研究了同伴导师的学术和人际关系增长（n = 19）。尽管该计划的目的是提高参与者的保留率，但导师经历了学术和人际交往。此外，有关成绩和保留状态的初步数据还表明，导师从学术上受益于指导经验。该研究的结果表明，尽管上层同伴导师不是少数族裔工程计划的目标人群，但他们在少数族裔工程计划中担任导师的角色受到积极影响。
The study examined academic and interpersonal growth of peer mentors (N = 19) by analyzing comments in journals written during the mentors' first quarter of tutoring and mentoring within a minority engineering program at a large land-grant university in the Southeast. Although the intent of the program was to improve retention rates for the participants, the mentors experienced both academic and interpersonal growth. In addition, preliminary data regarding grades and retention status also indicate that the mentors benefited academically from the mentoring experience. The findings of the study suggest that, although the upper-class peer mentors are not the target population of the minority engineering program, they were positively impacted from their roles as mentors within the minority engineering program.