Author(s)

Tiffany Reed

Date Approved

9-13-2012

Document Type

Thesis

Degree Name

M.A. Higher Education

Department

Educational Services, Administration, and Higher Education

College

College of Education

First Advisor

Sisco, Burton

Subject(s)

Mentoring in education

Disciplines

Higher Education

Abstract

The purpose of this study was to investigate student identity development and involvement within the Dr. Harley E. Flack Mentoring Program on selected students at Rowan University. The subjects in this study consisted of 130 full time undergraduate students during the Spring 2012 semester, who participated in one or more of the four mentoring components; Peer Mentor/Mentee program, Student Ambassador Program at Delsea Regional High School, "Ujima" Women Mentorship, and/or the Professional Mentor/Mentee. Data analysis showed positive relationships while being involved in the Dr. Harley E. Flack Mentoring program, when developing their identity as African American students at Rowan University, but not as much from a campus perspective. The results from the study indicated the program is a great asset in meeting personal goals and the university has developed an excellent academic atmosphere. A strong majority of the selected students believed the mentoring program had a positive impact on their overall college experience. The findings suggest that the Dr. Harley E. Flack Mentoring program take a more academic involvement focus, rather than its current focus on social development.

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