ERIC Number: EJ1031782
Record Type: Journal
Publication Date: 2014
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0161-956X
EISSN: N/A
From Crisis Management to Academic Achievement: A University Cluster-Mentoring Model for Black Undergraduates
Apprey, Maurice; Preston-Grimes, Patrice; Bassett, Kimberley C.; Lewis, Dion W.; Rideau, Ryan M.
Peabody Journal of Education, v89 n3 p318-335 2014
In spite of the widening racial achievement gap among U.S. college students (U.S. Census Bureau, 2011), some universities are achieving success in supporting the graduation and postcollege goals of Black undergraduates (Apprey, Bassett, Preston-Grimes, Lewis, & Wood 2014/this issue; Baker, 2006; Hrabowski, 2003; Hrabowski & Maton, 2009). Although research has documented efforts to improve students' college academic success in mathematics, science, and engineering (Maton & Hrabowski, 2004), little research has examined the role of undergraduate support programs across the academic disciplines to bridge success for students from high school graduation through graduate school matriculation. This is a key link in the pipeline to career and lifelong achievement for Black students. The following case study describes an inclusive cluster-mentoring model for Black undergraduates at a Research I university that includes four elements--(a) student peer-advising, (b) faculty-student academic mentoring and advising, (c) culturally sensitive initiatives, and (d) organized parental support-to create high impact with measurable results. This university-based model can serve as a guide to improve and expand services that support the academic and leadership success of Black undergraduate students in other higher education settings.
Descriptors: Undergraduate Students, African American Students, Academic Achievement, Crisis Management, Mentors, Graduation Rate, Research Universities, Parents, Parent Role, Student Adjustment, Adjustment (to Environment), Interpersonal Relationship, Group Membership, Social Integration, Cultural Awareness, Cultural Pluralism, Peer Counseling, Student Personnel Services, Teacher Student Relationship, Skill Development, Leadership, Sustainability, Learner Engagement
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Virginia
Grant or Contract Numbers: N/A