case study of mentoring relationships between faculty ambassadors and first generation Hispanic students in a first-year initiative program

• Online Access: http://hdl.handle.net/2047/D20241747

This qualitative case study sought understanding of unique mentoring relationships of six faculty ambassadors and nine Hispanic first-generation students (HFGS) as part of a first-year initiative program. The single site was a career college in Texas, Taylor College. There were three research questions to guide inquiry comprised of six faculty ambassadors and six students in interviews, class observations, two grand tours, and one focus group with three HFGS: (1) What is the nature of mentoring relationships in the FYI Program? (2) How have students' prior experiences factored into the mentor-based discussions? (3) How has the mentoring relationship influenced student integration at this campus? A purposeful sampling strategy was employed with maximum variation sampling for ambassadors and criterion sampling for students. Findings illuminated barriers to overcome and importance of building trusted relationships between ambassadors and students as they learned to navigate college. Ambassadors helped HFGS find their way in college by providing mentoring and as an advocate in student's behalf. Findings led to five conclusions: (1) Emotional support provided in the mentoring relationship is vital for student integration, (2) Validating HFGS is crucial to students developing an active voice, students feeling welcomed, and acknowledging that experiences and contributions matter, (3) The importance of building a trusted relationship between mentor and mentee was crucial to integration, (4) Helping HFGS understand the process of going to college, learning to integrate, and becoming self-reliant were central to student success, and (5) Re-aligning students' responsibilities of family, work, and school are essential to a successful start in college.