Mentoring students Essay Example | Topics and Well Written Essays - 1500 words

Mentoring students - Essay ExampleIn 4 years, 43% of majority students earned bachelor degrees, and 47.3% of them earned bachelor degrees in 9 years (Grayson, 2004).This subject area data provide ample evidence of limited gains and significant losses in the enrollment figures of black students in institutions of higher learning. These trends, evident over at least the last 15 years, plague institutions and scarper despite recruitment and retention initiatives, as well as government-supported programs and legislative actions. This trend .is a unobjectionable imperative to colleges and universities to prioritize a freight to diversity and to reexamine existing retention practices and programs.Tinto (2000) conceptualized retention as an interactional process between student and institution characteristics. When student and institution characteristics do not mesh, students generate isolation, confound difficulty identifying and feeling part of the institution, and are more likely to withdraw. Academically successful students, who tack through graduation, have been found to successfully integrate into the schoolmanian and social culture of the institution they cling (Pascarella & Terenzini, 2001, 2002). This integration process increases student satisfaction with the institution, creates a sense of belonging at the institution, and creates a stronger commitment to the institutions educational goals and standards, leading to an increased involvement with learning (Levin & Levin, 2000). This integration process is difficult for African-American students, in particular at predominately vacuous institutions (Grayson, 2004 Mayo, Murguia, & Padilla, 2001 Sedlacek, 2002). Oftentimes, African-American students at predominately White institutions feel they are in a orthogonal land and experience predominately White institutions as foreign colleges with alien cultures and communities (Tinto, 2000).Over the past 40 years, students characteristics have changed fro m White upper-or middle-class, academically skilled backgrounds to a complicated mix of socioeconomic, cultural, and academic-preparation backgrounds. Predominately White institutions often are incognizant of the social, academic, and cultural needs of African-American students and of the barriers these students face in completing their 4-year degree. All too often, these institutions continue rail line as usual without addressing these needs and barriers (Phillip, 2000). It is not uncommon for African-American students in these environments to feel isolated, to question their academic ability, to experience inferiority feelings, and to question their self-worth. They also often experience disrespect, lower expectations, and pressure from peers not to practice well academically. Because of these experiences, African-American students often have difficulty communicating with the majority students, faculty, and staff at predominately White institutions and experience the negative ef fects of racism and other forms of discrimination (Belluck, 1999 Morgan, 2000, 2003 Phillip, 2000 Sedlacek, 2002 Walters, 2003). They become separated from the mainstream social and academic cultures on White campuses and become isolated and alienated from the institution (Phillip, 2000 Suen, 2000). Without what has been described as a deprecative mass (a large number of African-American students to create supportive minority subcultures on campus) or a strong