This study will examine the concept of mentoring as a strategy for improving the academic success and the quality of life of black female and male undergraduates on predominantly white institutions in American society. More specifically, this study proposes the following: (a) That mentorship programs can provide a clearly defined, identifiable and monitored support mechanism through which faculty and staff members may have an impact, directly, on the growth potential of black undergraduates. (b) That through mentoring programs educational leaders on predominantly white college campuses can successfully meet the short-range goals of satisfying and improving the critical academic, social and personal needs of black undergraduates. (c) That mentorship programs will also meet a long-range need of our society by supplying the educational and professional markets with qualified and competent black undergraduates and professionals that will benefit American society. This study will be substantiated by findings from a survey of a selected group of minority mentorship programs on predominantly white college campuses and a survey of black female and male undergraduates' academic and personal needs on a predominantly white college campus. It is from this collection of data that six major recommendations for developing a comprehensive model for a Black Mentorship Program will be presented that embody the best of the prevailing theories, practices, principles and services for promoting the academic and professional success of black undergraduates.
| Identifer | oai:union.ndltd.org:UMASS/oai:scholarworks.umass.edu:dissertations-8086 |
| Date | 01 January 1991 |
| Creators | Alexander-Ellis, Mary Ann |
| Publisher | ScholarWorks@UMass Amherst |
| Source Sets | University of Massachusetts, Amherst |
| Language | English |
| Detected Language | English |
| Type | text |
| Source | Doctoral Dissertations Available from Proquest |
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