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Mentorship Matters: The Role of Ment...
~
Wright, Mellissa Kay.
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Mentorship Matters: The Role of Mentorship in Social Capital Building and Student Achievement Outcomes.
紀錄類型:
書目-電子資源 : Monograph/item
正題名/作者:
Mentorship Matters: The Role of Mentorship in Social Capital Building and Student Achievement Outcomes./
作者:
Wright, Mellissa Kay.
出版者:
Ann Arbor : ProQuest Dissertations & Theses, : 2019,
面頁冊數:
241 p.
附註:
Source: Dissertations Abstracts International, Volume: 80-12, Section: A.
Contained By:
Dissertations Abstracts International80-12A.
標題:
Educational sociology. -
電子資源:
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13882009
ISBN:
9781392183571
Mentorship Matters: The Role of Mentorship in Social Capital Building and Student Achievement Outcomes.
Wright, Mellissa Kay.
Mentorship Matters: The Role of Mentorship in Social Capital Building and Student Achievement Outcomes.
- Ann Arbor : ProQuest Dissertations & Theses, 2019 - 241 p.
Source: Dissertations Abstracts International, Volume: 80-12, Section: A.
Thesis (Ph.D.)--Michigan State University, 2019.
This item must not be sold to any third party vendors.
A number of qualitative studies examining student achievement outcomes in higher education show that access to social capital is an important predictor of student success. Critical Race Theory (CRT), and other qualitative studies, examining student outcomes have operationalized social capital in terms of access to information. Most of these qualitative studies found that a student's social class and race mediated their access to quality mentors who could provide access to critical social capital. In this study, data from the longitudinal ADD Health Study was used in order to test the generalizability of findings in the CRT and qualitative literature. Logistic regressions using odds ratios were used to examine the relationship between individual characteristics found to be at risk of early attrition in higher education and types of mentors identified by the respondents. Logistic regressions using odds ratios were also used to determine if there were any relationship between individual characteristics found to be protective against early attrition and types of mentors identified by respondents. Finally, a variety of regressions were run in order to determine if there were any relationships between individual risk factors, protective factors, mentors, and educational outcomes including access to higher education in Waves 3 and 4, attrition, completion, and educational aspirations. Final results show that mentorship does matter, but not always in ways expected. The results both support and fail to support the qualitative literature. The findings encourage further exploration into individual and institutional contextual variations that impact mentoring, as well as other potential sources of mentorship.
ISBN: 9781392183571Subjects--Topical Terms:
519608
Educational sociology.
Mentorship Matters: The Role of Mentorship in Social Capital Building and Student Achievement Outcomes.
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A number of qualitative studies examining student achievement outcomes in higher education show that access to social capital is an important predictor of student success. Critical Race Theory (CRT), and other qualitative studies, examining student outcomes have operationalized social capital in terms of access to information. Most of these qualitative studies found that a student's social class and race mediated their access to quality mentors who could provide access to critical social capital. In this study, data from the longitudinal ADD Health Study was used in order to test the generalizability of findings in the CRT and qualitative literature. Logistic regressions using odds ratios were used to examine the relationship between individual characteristics found to be at risk of early attrition in higher education and types of mentors identified by the respondents. Logistic regressions using odds ratios were also used to determine if there were any relationship between individual characteristics found to be protective against early attrition and types of mentors identified by respondents. Finally, a variety of regressions were run in order to determine if there were any relationships between individual risk factors, protective factors, mentors, and educational outcomes including access to higher education in Waves 3 and 4, attrition, completion, and educational aspirations. Final results show that mentorship does matter, but not always in ways expected. The results both support and fail to support the qualitative literature. The findings encourage further exploration into individual and institutional contextual variations that impact mentoring, as well as other potential sources of mentorship.
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http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13882009
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