Analysis of Mentorship in a Structured Undergraduate Program
Session Title
Sport, Mentorship, and Development
College
College of Arts and Sciences
Department
Psychology
Faculty Mentor
Darren Ritzer, Ph.D
Abstract
We examined mentorship in a structured undergraduate program from the perspectives of the undergraduate protégés. We examined the mentorship-protégé interactions and protégé satisfaction levels. The structured program that was the focus of this study was the Ronald E. McNair Scholars program, a scholarship program that provides support and resources for first-generation, low-income, or underrepresented students in higher education. Through the program, undergraduates conduct research in order to increase their competitiveness for graduate studies. McNair Scholars across the United States are paired with mentors, faculty, or advanced graduate students, who guide them through this research experience. McNair Scholars were recruited nationally for this study. Thirteen current McNair Scholars completed a very extensive online questionnaire, which included published scales and open-ended response options to assess variables such as acceptance, challenge, coaching, counseling, friendship, psychosocial support, protection, exposure, role modeling, social support, career support, and satisfaction. The published scales included the following: Mentoring Functions Questionnaire, Mentoring Role Instrument, Satisfaction with Mentor Scale, and Mentoring Functions Scale. We found that protégés appreciate professional guidance from their mentors rather than social friendships. Undergraduate protégés are not looking to replace their parents, but instead seem to desire mentors who can help them prepare for their careers and transition to being young professionals. These findings are noteworthy because the McNair Scholars in our study selected their mentors; instead of seeking the most comfortable social relationships, the Scholars seem to have prioritized preparation for the future when picking a mentor.
Recognized with an Award?
1st Place, Social Science Oral Presentations, SAEOPP McNair/SSS Scholars Research Conference, June 2018
Previously Presented/Performed?
SAEOPP McNair/SSS Scholars Research Conference, Atlanta, Georgia, June 2018; Southeastern Psychological Association (SEPA) Annual Meeting, Jacksonville, Florida, March 2019
Grant Support?
Supported by a Ronald E. McNair Post-Baccalaureate Achievement Program grant from the U.S. Department of Education
Start Date
12-4-2019 1:45 PM
Analysis of Mentorship in a Structured Undergraduate Program
DIGS 221
We examined mentorship in a structured undergraduate program from the perspectives of the undergraduate protégés. We examined the mentorship-protégé interactions and protégé satisfaction levels. The structured program that was the focus of this study was the Ronald E. McNair Scholars program, a scholarship program that provides support and resources for first-generation, low-income, or underrepresented students in higher education. Through the program, undergraduates conduct research in order to increase their competitiveness for graduate studies. McNair Scholars across the United States are paired with mentors, faculty, or advanced graduate students, who guide them through this research experience. McNair Scholars were recruited nationally for this study. Thirteen current McNair Scholars completed a very extensive online questionnaire, which included published scales and open-ended response options to assess variables such as acceptance, challenge, coaching, counseling, friendship, psychosocial support, protection, exposure, role modeling, social support, career support, and satisfaction. The published scales included the following: Mentoring Functions Questionnaire, Mentoring Role Instrument, Satisfaction with Mentor Scale, and Mentoring Functions Scale. We found that protégés appreciate professional guidance from their mentors rather than social friendships. Undergraduate protégés are not looking to replace their parents, but instead seem to desire mentors who can help them prepare for their careers and transition to being young professionals. These findings are noteworthy because the McNair Scholars in our study selected their mentors; instead of seeking the most comfortable social relationships, the Scholars seem to have prioritized preparation for the future when picking a mentor.
