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Effects of a faculty mentoring program on African-American and Hispanic-American college students: Self-disclosure, self-esteem, solidarity, and academic achievement

Author

Frederick Stephen Edmondson, University of the Pacific

Date of Award

1995

Document Type

Dissertation - Pacific Access Restricted

Degree Name

Doctor of Education (Ed.D.)

Department

Educational Administration and Leadership

First Advisor

Dennis Brennan

First Committee Member

Steve Trotter

Second Committee Member

Alice Winczer

Third Committee Member

Mari Irvin

Fourth Committee Member

Fred Hilpert

Abstract

The purpose of this study was to examine self-disclosure, self-esteem, and solidarity in the mentoring relationship and the subsequent impact on academic achievement regarding African and Hispanic American college students. The Faculty Mentor Program is a component to meeting the challenge of improving retention and graduation rates for African and Hispanic Americans at California State universities. There were 287 subjects of which 83 responded to the survey. The subjects were members of a Faculty Mentor Program at a California State University. The survey consisted of the Wheeless Solidarity Scale, the Wheeless Five-Factor Disclosiveness/Disclosure Scales, and the Coopersmith Self-Esteem Inventories (Adult form). The hypotheses stated that there is a significant positive relationship between the amount of interpersonal contact and the protege's self-disclosure; between self-disclosure and self-esteem; between self-disclosure and solidarity; between protege solidarity and protege self-esteem; among the variables self-disclosure, self-esteem, solidarity, amount of contact, and academic achievement; between the amount of time the protege has been in the Faculty Mentor Program and level of academic achievement. Statistical procedures used for analyzing data were analysis of variance, content analysis, multiple regression, Pearson Product Moment Correlation, summary-comparison analysis, and t-test. The Pearson Product Moment Correlation disclosed a significant positive relationship between self-disclosure and solidarity and no statistical positive relationship for self-disclosure and self-esteem, solidarity, and self-esteem, and grade point average and time with the mentor program. A multiple regression revealed a statistical significance between self-esteem and grade point average. A summary comparison analysis disclosed that the proteges found the mentor relationship helpful and the program to be helpful.

Pages

106

Recommended Citation

Edmondson, Frederick Stephen. (1995). Effects of a faculty mentoring program on African-American and Hispanic-American college students: Self-disclosure, self-esteem, solidarity, and academic achievement. University of the Pacific, Dissertation - Pacific Access Restricted. https://scholarlycommons.pacific.edu/uop_etds/2585