Date of Award
Doctor of Philosophy (PhD)
Educational Foundations & Leadership
Mitchell R. Williams
The purpose of this study was to explore the effects of faculty and staff mentoring on high-risk community college student self-efficacy, support systems and persistence and identifying the attitudes and behaviors of successful faculty and staff mentors. Using a phenomenological qualitative approach, twenty-two successful high-risk students from one urban community college were interviewed and asked to identify and describe someone on campus who had been most influential in their ability to persist. The twenty-six community college faculty and staff personnel identified by these students were interviewed to learn what they do to help students succeed and persist. Four themes emerged from these interviews: (1) High-Risk Community College students are unprepared for college completion prior to college entry; (2) The desire to quit college by High-Risk community college students is one that occurs often in a semester and is motivated by the various causes of collegiate unpreparedness discussed in theme one; (3) Mentoring of a transactional nature by more than one faculty or staff mentor when these vulnerable students were ready to quit is responsible for their decision to stay in college; and (4) The best mentors possess a combination of interpersonal traits. The most frequently mentioned valued faculty / staff mentor characteristics are (a) authenticity; (b) compassion; (c) sense of humor; (d) accessibility / approachability; (e) a sincere desire to see students succeed. Five implications for community college decision makers were also recommended.
Ashcraft, William E..
"An Exploration of Faculty and Staff Mentoring on High-Risk Community College Student Self-Efficacy, Support Systems, and Persistence"
(2018). Doctor of Philosophy (PhD), Dissertation, Educational Foundations & Leadership, Old Dominion University, DOI: 10.25777/37q1-md81