Faculty Sponsor, if applicable
Bernadette Sanchez, Ph.D
Rhodesâ€™ (2005) conceptual model of youth mentoring posits that mentoring promotes positive outcomes via youthâ€™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 menteesâ€™ 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)