Improving College Access Through Mentoring
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Relationship to framework
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In recent years, mentoring programs have gained immense popularity as a means of assisting low-income, first generation, and underrepresented students to enroll and succeed in postsecondary education. Research on college programs indicates the single most important feature of those that purported to be successful with individual students [is] a close, caring relationship with a knowledgeable adult who monitors the student’s progress. Underrepresented youth are perhaps most significantly impacted by mentoring relationships. Outreach programs and schools that utilize this proven activity to increase the access of underrepresented students in higher education provide support for preparing students for college.
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Purpose
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To provide background information for developing effective mentoring programs.
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Outcomes
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Schools will be able to:
- Identify what currently exists.
- Determine action steps to be taken to develop peer networks.
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How to use
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This tool can be used as general information or as part of the planning process.
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When to use
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Anytime
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Directions:
- Read through and use the following information about mentoring programs to structure a discussion.
- Think about what is currently in place, what could be in place, and what action steps are needed to make changes at your school.
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Educational Benefits
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Health and Safety Benefits
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Social Benefits
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Students in mentoring programs are more likely to attend and graduate from college. They are less likely to skip classes and tend to have a better attitude toward school and teachers.
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Students in mentoring programs are less likely to experiment with drugs and alcohol. They are also less likely to be violent or arrested. Minimizing destructive behavior provides students with a greater likelihood to attend college.
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Students in mentoring programs maintain better relationships with parents, teachers, and peers. Mentoring also provides support that students do not always receive in the home, particularly when focusing on going to college.
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Best Practices
With such a wide variety of programs and models from which to choose, it is important to determine what makes a quality mentoring program. Successful programs all contain one key similarity - strong relationships between the mentor and mentee. Research shows that in order to build these relationships certain key factors must be present. When the factors listed in the chart below are not present, mentoring often has little or possibly negative impact on the mentee.
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Structure and Supervision
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Long-Term Commitment
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Pre/Post Mentor Training
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Programs that provide structure and supervision in both the matching process (pairing a mentor with a mentee) and after the relationship is formed tend to be more successful.
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Mentoring relationships that last more than a year foster strong relationships that benefit youth, whereas mentoring that lasts less than six months tend to do harm.
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Mentors that receive pre- and post-match training tend to build stronger relationships with their mentees.
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Types of Programs
The following chart lists models of mentoring programs, benefits, and example programs.
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Models of Mentoring
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Benefits
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Example
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Outreach programs help underserved students prepare for, access, and succeed in postsecondary education. These programs specifically target students who have been traditionally underrepresented. Outreach programs typically focus on college access and retention.
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Outreach programs are particularly successful because of their target students. Underrepresented students, particularly minorities, tend to react strongly to mentoring and are more likely to achieve positive outcomes from such relationships. Outreach programs are also successful because of their sharp focus on academics.
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GEAR UP is a federal program designed to increase the number of low-income students attending and succeeding in college. Students enter the program in middle school and are followed through high school. The program focuses on academics and postsecondary preparation.
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Community-based programs represent the traditional approach to mentoring and have been in practice for more than 90 years. Most community-based programs allow the mentor and mentee to choose their activities.
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Community-based programs typically spend the greatest amount of time with their students. They are also more likely to share personal interests and partake in more social activities. These factors tend to have a greater impact on mentees’ social behavior.
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Big Brothers, Big Sisters is the oldest and most well known mentoring program in the country. They maintain more than 750,000 active one-on-one matches between adults and youths.
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School-based programs are run directly by the school system. These programs usually take place at school during or immediately after regular instructional hours. Although most focus on academics, they can also take the form of sports programs or clubs.
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School-based programs are focused on academics to prepare students for college. They are more able to attract mentors with limited time and resources. They provide a location that is safe and programs that are well supervised. The cost per child is also lower.
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Norwalk Mentoring Program is the oldest and largest school-based mentoring program in the country. Mentors meet with students weekly on campus throughout the year but often extend their services through the summer and beyond.
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Career mentoring programs aim to promote career development, typically in a specified area of interest. They strive to give students occupational focus and employable skills. These programs are usually collaborative efforts with various businesses.
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Career mentoring programs often offer students work experience and/or internships. Career mentoring gives employees the chance to give back to the communities they work in. There is a greater emphasis on future employment than preparing students for higher education.
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The Hospital Youth Mentoring Program is composed of 15 programs that partner at-risk youth with hospital staff. Mentors and mentees meet in and out of the hospital. Students participate in career exploration and development activities.
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E-Mentoring programs are the newest and least- studied model. Mentors and mentees communicate electronically via email and telephone.
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E-Mentoring fosters relationships that may not have been possible due to time and distance constraints between students and professionals. E-Mentoring creates diverse perspectives through national and international pairings.
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International Telementor Program facilitates electronic relationships between students and professionals. Mentors must be employed by a sponsor company.
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