Abstract
This mixed-methods exploratory study examines the barriers to participation in academic mentoring among college students. The results will help educators encourage participation by creating or improving mentoring programs and resources.
Primary Author and Speaker: Barbra Katerberg
Additional Authors and Speakers: Ryan Dugan, Eleesha Colburn, Autumn Ludwig, John Deederly
College student attrition rates are increasing, and universities are developing and using mentor programs to prevent attrition and help students be successful. Therefore, there is a need to understand the barriers to participation in mentoring programs and the needs of students for a mentoring relationship. The exploratory, mixed-method study aims to determine the potential barriers preventing college students from participating in academic mentorship services. A convenience sample (N = 238) of college students was recruited by email and classroom visits and asked to complete a Google survey containing both qualitative and quantitative questions about barriers to participation in mentoring and student needs. Responses from quantitative data were categorized into demographic groups and then analyzed through independent t-tests using SPSS software with the alpha set at 0.05. Findings showed that non-white students have a greater interest in mentoring than white students (p = .013). First-generation students’ interest was insignificant compared to non-first-generation students (p = 0.121). Qualitative data was independently coded and themed; then, a consensus was reached on the final themes. Results from questions on why students are not pursuing mentorship opportunities showed that, across all demographics, there is a general disinterest in mentoring. The most commonly cited reasons for not pursuing mentoring were lack of interest (82%), time conflicts (10%), and lack of information (8%). In non-mentored students (n = 200 or 85% of the study participants), the mean interest level for mentoring was 27.5% (0-100 scale), with 50% unaware that mentoring programs were available. These results can inform educators to design marketing and educational materials on the benefits of mentoring for college students and address the common barriers and attitudes. Increasing participation in mentoring could improve students’ overall success, graduation rate, and well-being.
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