Making Mentoring Work: A Case Study of the Intersections of Peer Mentoring at a Hispanic Serving Institution (HSI)

Authors

  • Justyce Pinkney University of Central Florida, USA
  • Larousse Charlot University of Central Florida, USA
  • Shalander "Shelly" Samuels Kean University, USA
  • Amanda V. Wilkerson University of Central Florida, USA

DOI:

https://doi.org/10.32674/jump.v8isi1.5923

Keywords:

Peer mentoring, Hispanic serving institution, best practices,, higher education

Abstract

First year, university transfer students experience challenges typically addressed with mentoring. Peer mentoring provides a culturally relevant approach to reduce disparities in educational achievements. This study seeks to understand the experiences of peer mentors and the impact on their relationships with first-year transfer students attending a Hispanic Serving Institution. Using a case study approach, our research finds that peer mentors were ill-equipped to handle challenges associated with having a transfer student mentee. Our findings suggest training requires improvement and better consideration of peer mentor-mentee pairings with due to the dynamic issues caused by incongruency in age or gender, lack of relatability to or lack of proper knowledge for mentees with backgrounds differing the mentors, and mentors experiencing imposter syndrome.

 

Author Biographies

  • Justyce Pinkney, University of Central Florida, USA

    JUSTYCE PINKNEY, MSW, is a doctoral candidate in the school of Public Administration, Social Work, at the University of Central Florida. Her major interests lie in the area of advocacy, equity, policy, social work, and underrepresented populations, specifically graduate students who are parents Email: justyce.pinkney@ucf.edu

  • Larousse Charlot, University of Central Florida, USA

    LAROUSSE CHARLOT, M. Ed, is a doctoral student in the department of Educational Leadership & Higher Education, Executive track, at the University of Central Florida. His major interests lie in the area of academic affairs, college retention for international and undocumented students and higher education research. Email: la927508@ucf.edu

  • Shalander "Shelly" Samuels, Kean University, USA

    SHALANDER “SHELLY’ SAMUELS, Ed.D., is an assistant professor of Literacy and Reading Education, Kean University. Her major research interests lie in the area of literacy, bridging the gap in ESOL/ESL/ELL/EL academic performance, and advancing the BIPOC community. Email: ssamuels@kean.edu

  • Amanda V. Wilkerson, University of Central Florida, USA

    AMANDA WILKERSON, Ed.D., is an assistant professor in the Departmental Educational Leadership and Higher Education, University of Central Florida. Her major research interests lie in the area of affirmative practices, policies, culturally relevant pedagogical practices, inclusion, and empowerment of underserved student populations. Email: amanda.wilkerson@ucf.edu

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Published

2024-09-22

Issue

Vol. 8 No. SI(1) (2024): Journal of Underrepresented & Minority Progress Special Issue on Intersectionality: From Theory to Practice

Section

Special Issue on Intersectionality: From Theory to Practice