Sadya Khan

Publication Date

2016

Document Type

Dissertation/Thesis

First Advisor

Flynn, Joseph E. (Associate professor)

Degree Name

Ed.D. (Doctor of Education)

Legacy Department

Counseling, Adult and Higher Education

LCSH

Higher education; Higher education administration; Hispanic American studies; Mexican Americans--Education (Higher)--Illinois; Hispanic American men--Education (Higher)--Illinois; Motivation in education--Illinois; Academic achievement--Illinois; Community colleges--Illinois

Abstract

The purpose of this study was to explore the relationship between mentoring, academic success, and self-efficacy for Latino male students at a community college. Additionally, the study explored the significance of mentor matching with respect to race/ethnicity upon academic success and self-efficacy. The study used a quantitative approach to assess the predictive power of mentoring on the academic success of Latino male students, defined by GPA, as well as academic self-efficacy beliefs. The sample consisted of 123 Latino male students from a community college in Illinois. The College Student Mentoring Scale (CSMS) and the SELF-A scales were adapted into a survey instrument to assess mentoring supports and self-efficacy beliefs. The study supplemented the quantitative data with qualitative data collected via interviews with 7 students. Findings indicated that formal mentoring positively predicted GPA, while overall mentoring was positively predictive of academic self-efficacy; the significance of these models varied. Additionally, findings showed mentor/mentee matching with respect to race/ethnicity to negatively predict GPA and academic self-efficacy. Student perspectives further supported the notion of mentoring as being predictive of academic success and self-efficacy and showed congruence to the quantitative data with respect to importance students placed on various functions of mentoring. This study highlights the importance of mentoring programs, necessitates the hiring of more diverse faculty and staff, and proposes improvements in mentoring programs for Latino male students at community colleges.

Comments

Advisors: Joseph E. Flynn.||Committee members: Laverne Gyant; Thomas Smith.

Extent

239 pages

Language

eng

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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