We Lift As We Climb: An Intervention Method Proving The Efficacy Of Mentorship For First-Generation Black Students In Higher Education
Location
Hager-Lubbers Exhibition Hall
Description
Purpose: This project examines the lack of mentorship programs for first-generation Black students in higher education. It aims to develop a structured peer mentorship program tailored to their unique needs. Given the systemic barriers that first-generation Black students may face, this project explores how culturally relevant mentorship can improve academic success, retention, and professional development while fostering a sense of belonging. Procedures: The research involves a literature review of existing mentorship programs, an analysis of student success markers (retention rates, academic performance, and professional development), and qualitative data from mentorship initiatives. In addition, the project assesses student experiences and satisfaction levels to determine the effectiveness of mentorship in addressing challenges specific to first-generation Black students. Based on these findings, a structured mentorship program will be proposed, citing best practices for implementation at higher education institutions. Outcome: The expected outcome of this project is to include a comprehensive understanding of the issues Black first-generation students may face and how the positive impacts an effective mentorship program intervenes to positively impact their academic and social success. The outcome will be a structured peer mentorship framework that universities can implement to better support their students. Impact: This project contributes to closing the equity gap in higher education by providing evidence-based recommendations for mentorship programs that cater to first-generation Black students. It offers practical solutions for student affairs professionals, faculty, and policymakers to improve student success and institutional equity. By fostering mentorship, universities can foster a more supportive and equitable environment for historically marginalized students.
We Lift As We Climb: An Intervention Method Proving The Efficacy Of Mentorship For First-Generation Black Students In Higher Education
Hager-Lubbers Exhibition Hall
Purpose: This project examines the lack of mentorship programs for first-generation Black students in higher education. It aims to develop a structured peer mentorship program tailored to their unique needs. Given the systemic barriers that first-generation Black students may face, this project explores how culturally relevant mentorship can improve academic success, retention, and professional development while fostering a sense of belonging. Procedures: The research involves a literature review of existing mentorship programs, an analysis of student success markers (retention rates, academic performance, and professional development), and qualitative data from mentorship initiatives. In addition, the project assesses student experiences and satisfaction levels to determine the effectiveness of mentorship in addressing challenges specific to first-generation Black students. Based on these findings, a structured mentorship program will be proposed, citing best practices for implementation at higher education institutions. Outcome: The expected outcome of this project is to include a comprehensive understanding of the issues Black first-generation students may face and how the positive impacts an effective mentorship program intervenes to positively impact their academic and social success. The outcome will be a structured peer mentorship framework that universities can implement to better support their students. Impact: This project contributes to closing the equity gap in higher education by providing evidence-based recommendations for mentorship programs that cater to first-generation Black students. It offers practical solutions for student affairs professionals, faculty, and policymakers to improve student success and institutional equity. By fostering mentorship, universities can foster a more supportive and equitable environment for historically marginalized students.