In This Together: The Impact of Mentorship Programs On The First-Generation Student Experience
Year: 2018
Type: dissertation
Abstract: This study outlines the impact that a mentorship program directed at first-generation students in university has on the individuals who participate. First-generation students are identified as those whose parents do not have any postsecondary education. Colleges and universities are seeing more non-traditional students pursuing postsecondary studies and first-generation students fall into this group. However, despite the increasing numbers of first-generation students enrolling in university, there have not been many programs introduced to facilitate their transition into university. Concerns about their retention persist as these students are at a greater risk of dropping out as compared to their non-first-generation peers. Additionally, the factors associated with being a first-generation student may be limiting their ability to effectively engage in their academic experiences as well as the array of out-of-classroom offerings available at their campuses. Recognizing the challenges faced by first-generation students, the Ontario provincial government introduced funding for colleges and universities in 2005 to institute programs to address some of these issues. Using this funding, a number of college and universities in Ontario have introduced mentorship programs for first-generation students as they make their transition into their postsecondary studies. This study explored the experience of a group of students in relation to their first-generation identity and how their participation in a mentorship program influences their experience. This study was conducted using a mixed methods approach, using a secondary analysis of survey data and 16 interviews of first-generation students who participated in a mentorship program. Evaluating the experience of these students will help researchers and practitioners to better understand the barriers and strategies to support first-generation students who choose to study at university. The thesis applies a conceptual framework that focuses on three concepts: cultural capital, habitus, and self-efficacy. The findings support previous research that has shown the impact that cultural capital can have on habitus as well as self-efficacy. The results of this study also suggest two new findings: a) That an increase in one’s cultural capital can also increase their sense of self-efficacy via the effects of habitus; and b) That a strong sense of self-efficacy can positively affect their habitus.
Source: TSpace (University of Toronto)
Author: David Youngeil Kim
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W2900724435