Gloria Crisp & Vicki L. Baker 
Mentoring Undergraduate Students 
ASHE Higher Education Report, Volume 43, Number 1

Take a critical look at the theory and recent empirical research specific to mentoring undergraduate students. This monograph:

* Explains how mentoring has been defined and conceptualized by scholars to date,

* Considers how recent mentoring scholarship has begun to distinguish mentoring from other developmental relationships,

* Synthesizes recent empirical findings,

* Describes prevalent types of formalized programs under which mentoring relationships are situated, and

* Reviews existing and emerging theoretical frameworks.

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.

Table des matières

Executive Summary 7

Foreword 11

Introduction 14

Importance and Value of Mentoring 16

Mentoring Definitions and Characteristics 18

Who Can Be a Mentor? 23

Mentoring Literature Reviews 26

Monograph Purpose and Guiding Questions 29

Monograph Overview 30

Synthesis of Recent Empirical Findings 31

Description of Reviewed Mentoring Scholarship 31

Mentoring Descriptions, Sensemaking, and Expectations 33

Perceptions, Functions, and Roles of Mentoring 35

Mentoring Benefits 38

College Adjustment and Development 40

Academic Progress and Success 41

Contributions of the Present Review 42

Summary and Conclusions 44

Contextualizing Mentoring Relationships 45

Orientation and Retention Programs 45

Mentoring for Social Justice and Equity 48

Peer Mentoring 50

Undergraduate Research and Honors Programs 52

Summary and Conclusions 57

Established and Emerging Mentoring Frameworks 58

Overview of Mentoring Theories and Frameworks 59

Typology-Related Frameworks 59

Process-Based Frameworks 62

Outcomes-Based Frameworks 67

Summary and Conclusions 71

Conclusions and Recommendations 73

Synthesis of Key Findings 73

Enduring Limitations and Recommendations for Future Research 75

Proposed Conceptual Framework: Mentoring Undergraduate Students 81

Evidence-Based Mentoring Practices 86

Concluding Remarks 90

References 92

Name Index 105

Subject Index 111

About the Authors 113

A propos de l’auteur

Gloria Crisp is an associate professor at Oregon State University and coeditor of New Directions for Institutional Research.

Vicki L. Baker is a professor of economics and management at Albion College and an instructor of business administration at Pennsylvania State University.

Kimberly A. Griffin is an associate professor in the College of Education at the University of Maryland in the Counseling, Higher Education, and Special Education Department.

Laura G. Lunsford studies the psychology of mentoring and leader development and has published dozens of articles and books in this field.

Meghan J. Pifer is an associate professor of higher education and senior assistant director of the Cadre and Faculty Development Program at the University of Louisville.