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Eskolta Project: Mentor Momentum
Mustafa Mabrook
Created on October 15, 2024
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Carina Sanchez, Mustafa Mabrook, Noely Garcia Rangel, Sophia Fernandez, Yair Navarro, Patrick Sim, Alexa Fitton
Revving Up Connections
Mentor Momentum:
Lack the sense of belonging; disconnected
Feel Lost, confused, and "not smart enough
Students transferring to a new school often:
Come from difficult situations
Background
(i.e. motivating factors; subsidies; rewards)
(i.e. taxes; punishments)
Promoting Forces
Restraining Forces
Bad
Good
Discouraging course work
Not connecting to the transfer school
The transfer school resulted from a broken system
Wanting to succeed in school
Enjoys spending time with their friends at school
Tension System
Receiving support from peers/mentors, or teachers
Belonging Intervention: Mentor/Mentee Program, connect seniors to transfer students
Situation: Students from various backgrounds are put into a transfer school.
With intervention:
Behavior/Outcome: Attendance rates drop at transfer schools.
Changed behavior/outcome: Higher attendance rates and more engagement between students.
Changed thought or feeling: Transfer students become a part of the school community, gaining support and reducing loneliness.
Thought/Feeling: Students don’t connect with the transfer school community and feel like they don’t belong.
Without intervention:
Intervention Process Model
Measuremet of Intervention
Group Activities
Check-ins
Mentor Training
Mentor Student Pairing
Recognition and Rewards
Intervention: Mentor/Mentee Program
Application of Psychology
- Mentors help students form social connections
- Peer support shows that challenges can be overcome
- Regular check-ins provide emotional support
- Mentor connects schoolwork to personal goals and future success
VS
Removing the Taxes
- Isolation and disconnection
- Self-doubt
- Increased stress
- Lack of purpose
Psychological Taxes
Quantitative
Qualitative
- Behavioral Observations
- Teacher Portfolio Reviews: Assessing student progress and development by collecting their work.
- Student’s participation: How often it participates in class and is involved in activities.
- Student Reflection: Analyzing the thoughts and feelings of students.
- Attendance rate: Attending class or being absent.
Measurement
Benefits
- Belonging
- Involved in school
- New connections
- Reduced loneliness
VS
Mentee/transfer student:
- Relatedness
- Belongingness
- Leadership Development
- Organization Skills
Mentor
Citations
- Dopp, J., & Block, T. (2004). High School Peer Mentoring That Works! TEACHING Exceptional Children, 37(1), 56-62. https://doi.org/10.1177/004005990403700107.
- Gunn, F., Lee, S. H. (Mark), & Steed, M. (2016). Student Perceptions of Benefits and Challenges of Peer Mentoring Programs: Divergent Perspectives From Mentors and Mentees. Marketing Education Review, 27(1), 15–26. https://doi.org/10.1080/10528008.2016.1255560.
- Lapon, E. and Buddington, L. (2024), "The impact of peer mentoring in first-year education students", International Journal of Mentoring and Coaching in Education, Vol. 13 No. 1, pp. 73-87. https://doi.org/10.1108/IJMCE-01-2023-0002.
- Raymond, J. M., & Sheppard, K. (2017). Effects of peer mentoring on nursing students’ perceived stress, sense of belonging, self-efficacy and loneliness. Journal of Nursing Education and Practice, 8(1), 16. https://doi.org/10.5430/jnep.v8n1p16.
- Snowden, Michael and Hardy, Tracey (2012) Peer mentorship and positive effects on student mentor and mentee retention and academic success. Widening Participation and Lifelong Learning, 14. pp. 76-92. ISSN 1466-6529