significance of study
Understanding the research behind mentoring programs, mentee backgrounds, underfunding in school, mentor qualities, etc., is crucial in understanding the work of organizations that provide access to mentors for students. In considering the University of Miami’s organization, Mentoring America, and their impactful work, one is left with questions regarding college and obtaining mentoring relationships. The purpose of this study is to focus on demonstrating the relationship between a student’s success with the college application process and their access to resources pertaining to this topic. Resources include but are not limited to mentors, school counselors, and family members. This webpage provides an example of how a mentoring program can increase a student’s knowledge surrounding college and their overall success. Underfunding in high schools can lead to an inefficiency of information for students, leading to a disadvantage for their goals for post-secondary education. Although observations in this study are only shown from the perspective of a mentor, it can be seen how mentoring can improve a student’s success and quality of experience.
benefits of Mentoring high school students with the college process
The use of a mentor during high school can be beneficial as students enter the college application process and require more support on the ins and outs of what it entails. As high school students begin their search for college, obtaining a mentor can be one of the smartest decisions they can make. For starters, when a student is unsure about how to begin the search, mentors can guide their mentees and help them figure out where they want to apply and, ultimately, go to school (Tierney 12). As helpful as this may be, this is not the only contribution a mentor can make for their mentee. Mentors can prepare their mentees for ACTs/SATs, help them complete homework assignments, assist with applications for college, jobs, scholarships, financial aid, etc., and assist with college essay writing (Tierney 5; Tolbert 514). A mentor's job is to discuss any questions or concerns their mentees have and prepare them for their future plans in the best way they know how (Tierney 5). Sometimes, they even go over topics such as a student’s views on their education and goals for the future (Tolbert 514). As important as a mentor’s job is in producing successful mentees, the benefits of having one are far more interesting.
For many students, the addition of having a mentor has benefits beyond the initial purpose – helping with the college process. It has been seen that mentors can increase a student’s academic and social abilities (Tolbert 515). In other terms, it promotes positive development for the student as a whole (Liao 457). Taking part in a mentoring program can improve these students socially and emotionally so they feel they are prepared in those ways for being part of college life on campus. A positive role model, such as a mentor, can help decrease dropout rates and improve school experience, graduation rates, self-esteem, and school attendance records (Tolbert 513). All of these advantages of having a mentor make the mentee appear more appealing to a college admissions representative. Obtaining a close relationship with a mentor, specifically regarding college, leads to better academic performance (Liao 457). In a study completed on mentoring and the benefits during the college process, it was shown that, out of the students who were mentored and decided to apply to college, ninety percent of the students attended their institution (Tierney 5). This shows how mentors can be extremely helpful during this time. Even after students finish high school and are transitioning to college, mentors can help with tasks such as placements tests, signing up for classes, completing paperwork, etc. when these students no longer have access to college counselors at their high schools (Castleman 1). Overall, mentors can cater to their mentees needs and create a personalized plan to support them as they walk through this process.
Socioeconomic status and college application preparation
As they progress through their academic careers, students from lower socioeconomic backgrounds are set at an extreme disadvantage. For some, simply being from a lower income family makes it hard enough. For other students, growing up in communities where they are exposed to negative behaviors can create another challenge in and of itself (Tolbert 513). These students not only tend to bottle up their negative emotions and feelings, but they are more likely to experience negative attitudes towards school (513). Not only does their socioeconomic status affect how they feel towards school, but it may affect the opportunities they are handed. In terms of college, several of the lower socioeconomic students are not given the same amount of resources as their wealthier peers (Tierney 1). It is known that this group of students often has a larger rate for fadeout between high school and college for the same reason. (Castleman 1). Having a lack of resources makes these students feel less informed about their educational goals and how to reach them as they approach the topic of college (Tolbert 515). They feel as though they are set at an immediate disadvantage because of their lack of knowledge despite whether or not this should be the case. Additionally, in relation to the college process, students from underrepresented groups generally find it difficult to read between the lines when approaching college essay prompts (Warren 55). There is little transparency for college essays when understanding what they are meaning and how to best approach them (44). Because of this, the gap between lower socioeconomic students and those of higher socioeconomic status is widened (44). With more resources available for the students from these backgrounds, students could have the chance to be seen on an even playing field with their wealthier peers. For now, these students are set at a disadvantage during a crucial time in their academic careers.
Characteristics of good mentors
In order to benefit from a mentorship, it is crucial for mentors to exhibit specific qualities and characteristics to foster success in their mentee in the most effective way. Before a mentor is even paired with their mentee, the organization’s coordinators consider a number of things to evoke a positive experience for both mentor and mentee. These can range from race and gender to social class and educational level (Liao 448; Tolbert 513). Organizations typically ask mentors and mentees questions related to such categories to be able to pair individuals with those they may feel the most comfortable around (Liao 446). Being able to identify with one’s mentor allows for mentees to feel as though they can reach out for support, guidance, or anything they need in a more comfortable and calm environment (446). When mentors and mentees come from similar backgrounds, there is a higher rate for enhancing the effectiveness of the mentorship, ultimately, creating a more positive result in the end (Tolbert 513). Comfortability can be the key to mentees opening up and sharing more. While being of similar races, genders, social classes, and educational backgrounds can be helpful in pairing the right mentor with the right mentee, these are not limited to the only ways a mentor can enhance the mentorship experience.
As a mentor is working directly hands on with their mentee, possessing specific qualities and characteristics and knowing specific tactics can be beneficial in creating a conducive environment for the mentee. Being able to constantly tailor to the mentee’s needs is an important aspect of being a mentor (Tierney 10). In simpler terms, mentors need to be flexible and consider all aspects of their mentee. These can range from items such as culture to items such as gender and they need to know how to respond appropriately in each situation (10). Similarly, a mentorship should be individualized for those in the relationship in order to address all the mentee’s needs and concerns (10). Additionally, mentors who are able to use the “check and respond” method are important for these mentees during this critical time (10). These mentors are constantly assessing their mentee and their needs and then responding to this by guiding them through their concerns and wishes. When mentors are flexible and invested in their mentee’s success, there are opportunities for the growth of long-term relationships, which can be a source for continual support as mentee needs change (10). As mentees go through many changes in their academic careers, mentors can provide stability and be a source where they know they can always come back to.
Mentoring America
The college process is a stressful time for high school students across the nation, no matter the community one grows up in and the resources supporting the process. Those students who may not have the socio-economics to support the critical resources to take the next steps for their future goals and aspirations can be put at an extreme disadvantage. Mentoring America, an organization grounded in connecting college students with local high school students who are in need of support during this difficult process, hopes to minimize the gaps in high school funding by giving all students an equal chance to obtain knowledge and support for their aspirations for post-secondary education (Mentoring America Corp.). Oftentimes, many schools have very few advisors and far too many students for them to give their complete and full attention to. Because of this, students do not have access to the resources they want and need. However, this should not impede students from gaining the knowledge to make plans for their future. Mentoring America takes students from the University of Miami and pairs them with high school students in the local area. Having recently been through this process themselves, mentors are able to answer questions, assist with applications, and guide their mentees overall.
logistics
Individuals Involved
The majority of the observational work done in the organization Mentoring America is seen through the hands-on experience between mentors and mentees. Mentoring America pulls mentors from the University of Miami on a volunteer basis. These students will then be paired with a high school student from the local community, usually juniors and seniors.
Weekly Meetings
After being paired with their mentees, it is up to each individual mentor to reach out and introduce themselves to their mentee. Once doing so, each pair will agree on a schedule that works for both individuals for their meetings. Generally, there is no specific time, place, day of the week, or structure that each mentor/mentee pair has to follow. However, most pairs tend to have meetings once a week for about an hour via Zoom or FaceTime because often they do not live within close proximity to one another. They tend to stick to the same day of the week and time to create a sense of consistency.
Topics Discussed
During these meetings, mentees will come with questions and/or topics that they would like to discuss further such as beginning the college search, financial aid, standardized tests, etc. From there, mentors will take the reins and lead their mentees through the meeting. It is important to remember that each pair of mentors and mentees are unique and every one of their sessions will be different each week, thus, mentors and mentees must remain flexible.
Personal Experiences
Mentoring as a Means To Gain Social Skills
For most high school students, the development of social skills is often found to be lacking and is exhibited as they begin to interact with individuals other than their peers. Their relaxed verbiage, lack of knowledge of time management and the effects on other people’s schedules, and poor communication skills are evident. However, with the help of family, teachers, counselors, and mentors, these skills can develop to where they need to be.
Throughout the time spent with my mentee, there have been several instances of last minute cancellations, excuses, and unresponsiveness to my messages. After several weeks of such events happening, it was time I had a conversation to discuss the topic of “flakiness.” I expressed my concerns and told my mentee whether or not she was trying to appear in such a way, she was presenting as being flakey. I made sure to stress how her actions are impacting me, the mentor, in other ways that she may or may not be aware of such as rearranging my schedule to suit a meeting time that works for both of us. Throughout the discussion, I explained how it is not professional to cancel on someone at the last minute and not respond to messages at all.
While my original intentions were not to teach my mentee a lesson on social skills, I believe this is exactly what was done. As my mentee moves on to the next stages of her life involving college and the workforce, being a flakey individual will not be tolerated and can have ramifications of its own. Aside from providing feedback and support to our mentees, mentors also act as a type of socialization in a slightly more formal setting. Mentors can teach mentees how to be accountable, a skill they will benefit from immensely as time continues on. Building up rapport between mentor and mentee feeds into establishing a level of comfort so that a transparent and respectful exchange can occur.
Understanding Reliance Through a Mentorship
While obtaining social skills through a mentorship is of extreme importance, this cannot be done so without the reliance on one another. As students in high school approach their junior year, they are put in a place where they must start to consider their post-graduation plans. For most students, this includes some form of post-secondary education. Several students across the country feel overwhelmed, lost, and confused about how to reach their goals and in some cases, this prevents them from pursuing their goals further. When I first connected with my mentee, she shared she was in the same situation, a junior beginning to feel the pressure of navigating the ropes of the college process. As her mentor, I am actively trying to reassure her by providing resources and useful information to make the college process seem a little less daunting.
After hearing the feedback from my mentee, I structured our next meeting by sharing a powerpoint to highlight some of my comments and suggestions regarding searching through the countless college options. I provided tips and tricks on how to produce the best results when searching and some key facts that are important to consider when doing so. For instance, if having a certain major is a must in a college, mentees can search for college with that specific major to try and pair the options down. As we went through the slides, we frequently stopped to check in with one another to make sure any questions or concerns were addressed and answered.
Reflecting back on my session with my mentee, I was reminded of when my college counselor in high school was teaching me about college and everything I needed to know. I thought of how the most valuable classes with my counselors were when people were actively asking questions and showing that they were continually engaged. From the perspective of the counselor, I am sure this made the classes much easier on their part and useful for the students. In connection to my mentorship, I am now in the position of “counselor” with my mentee as my “student” in a sense. When she was asking questions and engaging in our discussion, it created a better experience for both of us. Mentorships are a two way street; I rely on my mentee to tell me what she would like to discuss and she relies on me to provide information on such topics. In order to get the most out of a mentoring program, it is important for the mentee to stay engaged and share what their needs are with their mentor to make the most out of their experience.
Reduction of Stress With the Help of a Mentor
If a mentee chooses to fully commit and engage in their mentorship, not only are they making the most out of their meetings, but they can find that it actually helps reduce their stress levels. It is commonly known that the college process can be a stressful time for high school students; however, participating in a mentorship program can be a great way to reduce some of the stress that is generated by this stressful process. Mentees have the opportunity to lean on the mentors and allow them to lay out the steps their mentees need to be taking to achieve their goals.
During one of our weekly meetings, my mentee and I discussed the colleges she found by researching using some of the techniques I had suggested to her before. She seemed excited to share what she had found and told me she was glad she began her search sooner rather than later. We took the time to discuss additional tips and tricks for her future searching. In the last bit of our meeting, I suggested what else my mentee can be doing to prepare while she is still a junior in high school to stay ahead of it all.
It was during this meeting that my mentee started expressing her feelings of relief from getting a head start on the college process and everything that entails. The college process is a difficult, lengthy task to complete in general, but waiting can make that task even harder. We are trying to prepare her for the next steps in her life – college. I am glad she is feeling relieved in a way and allowing me to guide her through this process as it was not too long ago I was doing it myself. As time goes on, I feel confident my mentee will be on top of things and making sure she is not procrastinating this work. She will be in a much better position for it and, most likely, will not feel the incredible amount of stress from applying to college as some of her peers may feel.
Mentoring as a New Perspective For Insight
Although the benefits for participating in a mentoring program are rapidly growing, it is noteworthy to understand that mentoring, specifically peer mentoring such as the Mentoring America model, can provide a new perspective for insight. Mentees have the opportunity to hear from someone who is relatively close in age and has lived through something they are going through. This gives mentees the chance to ask questions to someone who they know can relate on the same level.
The very first time I met my mentee, we began by introducing ourselves and slowly getting to know each other. I noted that she seemed a bit shy and not quite sure what to expect from this mentorship. I appreciated her honesty and for feeling comfortable sharing this with me as we had just met. She explained to me how she found Mentoring America by accident and told me how she was not sure where to begin with starting the college process in general.
Just as my mentee had told me, I also had felt unsure of what to expect from our first meeting. I felt relieved to know that it went well and that she seemed open to this mentorship. Because of this, I felt confident that she would be willing to accept a new perspective on the college process and listen to what I had to share. Not only are mentors different ages, but they can also be from different backgrounds. The cultural differences can bring new perspectives that mentees had not thought of before and can create a more conducive environment for learning. Having a peer mentor is a great way to obtain a new perspective on college from someone attending and recently having gone through the application process.
Concluding Remarks
Mentoring America is taking the step towards minimizing the educational gap between funded and underfunded high schools by providing peer mentoring with the college process. As time goes on, the use of these mentors for improving educational opportunities and future career goals will continue to be used (Tolbert 516). Specifically, in regards to Mentoring America, my personal recommendation would be to add more check-ins with mentees. Mentors volunteer because they want to be a part of this organization; however, with mentees, this may not always be the case. Some mentees may have been told they were to sign up by parents rather than signing up on their own. Because of this, it can lead to difficulties for the mentors to keep mentees engaged and focused during meetings. Furthermore, in general, a future goal is to eliminate the obstacle of unequal access to resources for knowledge pertaining to college (Tierney 12). In simpler terms, there has been a push to level the playing field between access to resources for students. On one hand, some students have knowledgeable counselors and ways to gain information surrounding multiple topics such as college. On the other hand, schools do not always have the funding to afford providing resources for their students. These students do not have equal access to resources they want or need and sometimes this results in them not pursuing their goals. While mentorships are taking the right steps to provide equality for access to resources, some individuals do not even have access to mentorships. This is why, in the future, there needs to be a way to help level the playing field, so that there is equality for access to resources for all students. In addition, future researches should delve into how to develop higher quality relationships in mentoring programs and why there is a gender difference in the outcome (Liao 459). Mentoring is a step in the right direction to improve the educational gap and there is hope that the gap will slowly become smaller.
Works Cited
Castleman, Benjamin L., et al. “With a Little Help from My Friends: Investigating the Impact of Summer Peer Mentoring on Timely Postsecondary Attainment among College-Intending High School Graduates.” Society for Research on Educational Effectiveness, Society for Research on Educational Effectiveness, 1 Jan. 2013. EBSCOhost, https://search-ebscohost-com.access.library.miami.edu/login.aspx?direct=true&db=eric&AN=ED564074&sie=ehost-live.
Liao, C. Lynn, and Bernadette Sánchez. “Mentoring Relationship Quality Profiles and Their Association With Urban, Low-Income Youth’s Academic Outcomes.” Youth & Society, vol. 51, no. 4, 2019, pp. 443–62, https://doi.org/10.1177/0044118X16668058.
Mentoring America Corp. https://www.mentoringamerica.org. Accessed 7 October 2022.
Tierney, William G., et al. “Getting In: Increasing Access to College via Mentoring. Findings from 10 Years of a High School Mentoring Program.” Pullias Center for Higher Education, Pullias Center for Higher Education, 1 Oct. 2014. EBSCOhost, https://search-ebscohost-com.access.library.miami.edu/login.aspx?direct=true&db=eric&AN=ED559562&site=ehost-live.
Tolbert, Elise M., and Pamela Maxson PhD. "Next Step Up: A Mentoring and Tutoring Intervention to Break the Cycle of Disadvantage." International Journal of Child and Adolescent Health, vol. 8, no. 4, 2015, pp. 511-517. ProQuest, http://access.library.miami.edu/login?url=https://www.proquest.com/scholarly-journals/next-step-up-mentoring-tutoring-intervention/docview/1751219075/se-2.
Warren, James. “The Rhetoric of College Application Essays: Removing Obstacles for Low Income and Minority Students.” American Secondary Education, vol. 42, no. 1, 2013, pp. 43–56. JSTOR, http://www.jstor.org/stable/43694176. Accessed 25 Oct. 2022.
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