On Being a Mentor

Health, Fitness & Dieting

Johnson, W. Brad

Griffin, Kimberly A.

Psychology & Counseling

Routledge

This volume offers institutional researchers several examples of the ways in which quantitative and qualitative methods can be integrated for a better grasp of how members of our educational communities understand and experience their environments on the basis of their multiple identities. 
The first two chapters provide context for the volume's theme with definitions and overview of the underpinnings of mixted methodology. Subsequent chapters illustrate the multiple ways in which qualitative and quantitative methods can be integrated to understand the complexity of identity and experiences of marginalized groups in the academy. Other chapters focus on students' experiences and demonstrate how mixed-methodology approaches were used to <ol>
<li>explore college access among first-generation Asian Americans and Pacific Islanders</li> <li>analyze racial ideology of white males with interview data driving analysis of longitudinal dataset</li> <li>and research and accessment generating accurate understanding how of race and gender shape students' experiences within the campus</li> </ol> The final chapter presents findings of a mixed-methods inquiry to challenge current conceptions about racial categorization and practices for gathering institutional data on students' identity. Volume editors Kimberly A Griffin, assistant professor of education policy studies at the Pennsylvania State University, and Samuel D. Museus, assistant professor of educational administration at University of Hawai?i Manoa, and contributing authors advocate for intersectionality research and argue that it holds great promise for advancing knowledge in higher education. Their book is ideal for institutions and institutional researchers who want to understand and most effectively serve their students and faculty. This is the 151st volume of the Jossey-Bass quarterly report series New Directions for Institutional Research. Always timely and comprehensive, New Directions for Institutional Research provides planners and administrators in all types of academic institutions with guidelines in such areas as resource coordination, information analysis, program evaluation, and institutional management.

Using Mixed Methods to Study Intsct, 151

Education & Teaching

Higher & Continuing Education

Jossey-Bass

Take a critical look at the theory and recent empirical research specific to mentoring undergraduate students. This monograph: 
<ul>
<li>Explains how mentoring has been defined and conceptualized by scholars to date,</li> <li>Considers how recent mentoring scholarship has begun to distinguish mentoring from other developmental relationships,</li> <li>Synthesizes recent empirical findings,</li> <li>Describes prevalent types of formalized programs under which mentoring relationships are situated, and</li> <li>Reviews existing and emerging theoretical frameworks.</li> </ul> This monograph also identifies empirical and theoretical questions and presents research to better understand the role of mentoring in promoting social justice and equity. Presenting recommendations for developing, implementing and evaluating formal mentoring programs, it concludes with an integrated conceptual framework to explain best-practice conditions and characteristics for these programs. This is the first issue of the 43rd volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.

Mentoring Undergraduate Students: ASHE Higher Education Report, Volume 43, Number 1 (J-B ASHE Higher Education Report Series (AEHE))

Lunsford, Laura Gail

Baker, Vicki L.

Pifer, Meghan J.

Crisp, Gloria

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