Faculty Sponsor, if applicable
Bernadette Sanchez, Ph.D
Project Abstract
Rhodes’ (2005) conceptual model of youth mentoring posits that mentoring promotes positive outcomes via youth’s identity development. This study examines the association between having a shared identity(ies) with mentors and academic identity among college students. We hypothesized that stronger academic identity among college students will be predicted by: a) sharing an academic identity with an on-or off-campus mentor, and b) having an on- or off-campus mentor who supports their academic identity. Data were collected from 409 undergraduate students who completed an online survey. Preliminary linear regression analyses indicate that having an off-campus mentor who supports mentees’ academic identity is associated with stronger student academic identity (p = .03). This study may shed light on the importance of supportive mentoring relationships towards identity in college. Future studies should adapt a longitudinal approach and examine whether such relationships predict academic identity over time.
Type of Research
Doctoral-Undergraduate Opportunity for Scholarship (DUOS)
Preview
Presentation Year
May 2019