Ethnic Minority Mentoring Project Pilot Ethnic Minority Mentoring Programme.
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Transcript of Ethnic Minority Mentoring Project Pilot Ethnic Minority Mentoring Programme.
Ethnic Minority Mentoring Project
PilotEthnic Minority
Mentoring Programme
Ethnic Minority Mentoring Project
Programme Directors
Mary Andall-StanberrySenior Lecturer
Moira MitchellEquality and Diversity Manager
Ethnic Minority Mentoring Project
Director of Student Recruitment
Students by EthnicityEthnicity of Home (and EU) students (by percentage) 2007, 2006, 2005, 2004
White 87. 89. 91.4 89.7Black Caribbean 1.2 1 0.3 0.2Black African 3.7 3.3 2.4 1.3Black Other 0.1 0.1 0.1 0.2Indian 0.6 0.9 0.7 1.1Bangladeshi 0.2 0.3 0.2 0.1Pakistani 0.1 0.2 0.2 0.2Chinese 0.5 0.2 0.3 0.4Asian 0.5 0.2 0.6 0.5Mixed Ethnicity 2.4 1.6 2.2 1.6Other Ethnicity 0.5 0.9 0.3 0.3Refused 1.9 1.9 0 0Unknown 1.2 0.1 1.1 4.4Total BME(excludes refused and unknown) 10.1 8.9 7.5 6.1
Equality and Diversity Report - 2007 entry
Ethnic Minority Mentoring Project
Context and Background
BME Research (Andall-Stanberry 2007) – Towards a Support System for BME Students
In 2007 BME students - focus group their experiences support they would benefit from.
Ethnic Minority Mentoring Project
Methodology
The BME student consultation sought to engage with students on a purely self selecting basis, based upon their interest in the matter and their willingness to contribute to improvements in their University.
The consultation identified three activities. Each was planned to elicit different responses from students. This was to ensure that the diversity of the students, including their learning styles, experience of group and team working, ability for reflective learning and knowledge of equality and diversity was acknowledged.
The four aspects of the consultation meeting were:•Questionnaire•Unstructured large group discussion•Structured small group discussion 4. Plenary feedback
Ethnic Minority Mentoring Project
One of the many recommendations - the university should establish a mentoring programme BME students.
Ethnic Minority Mentoring Project
Mentor defined:
Webster's Dictionary defines mentor as a “a guide, a tutor or coach."
Peer Mentoring occurs when a more experienced undergraduate supports and guides the incoming undergraduates within the same university setting (Stead & Jowett 1994).
Ethnic Minority Mentoring Project
Previous studies identified that a Mentoring Programme, if properly undertaken, can help to address issues highlighted by CCCU BME students
• Isolation• Point of reference• Orientation• Academic support (which may influence retention rate among others).
Ethnic Minority Mentoring Project
Critical factors - Mentoring programmes
Friday & Friday (2002); Meggison (2006) and Clutterbuck (2004), - organisations who plan on introducing a Mentoring programme, need to ascertain that it is a corporate initiative embedded in the organisations’ strategic objectives, to enable them to achieve ’maximum effectiveness’.
Broad Aims – Strategic Plan – CCCU Widening Participation
ensure that all students receive appropriate support and guidance to enable them to progress and reach their full potential
make a major contribution to the intellectual, cultural, social and economic life of our local and wider communities
to create a learning environment in which all students are challenged, supported and
able to achieve their individual goals.
to establish a learning environment which embraces diversity in terms of access, educational experience, curriculum content and teaching processes
Ethnic Minority Mentoring Project
According to Friday & Friday (2002) many organisations have a lack of ‘strategic alignment’ in their corporate strategy, hence the reason why many programmes do not achieve the objectives for which they are set up.
Therefore, mentoring can be seen ‘quick-fix’ idea without the real costs and benefits having been properly thought through.
Ethnic Minority Mentoring Project
CCCU pilot project commenced in September 2009, supported by a Pro-Vice Chancellor and funded by the Widening Participation budget, with the aims and objectives to:
• Support ethnic minority students into Higher Education• Create a support network for ethnic minority students• Increase students’ positive contribution for university life• Develop study skills/academic support• Promote the benefits of mentoring and of Higher Education to the broader community
Ethnic Minority Mentoring Project
MENTORING IN HIGHER EDUCATION
In Tony Morrison’s novel Beloved, the community poses the question about baby Suggs, holy – the matriarch who is described as always bringing goodwill
Where does she get it all Baby Suggs, holy? Why is she and hers always the centre of things? How comes she always know what to do and when? Giving advice, and passing messages…and loving everybody like it was her job and hers alone (Morrison, 1987, p. 137)
See handout
Ethnic Minority Mentoring Project
Problems – Mentoring in HE
The Education Guardian (2005) stated that many universities have implemented Peer Mentoring Programmes to support students but because of:
bad fundinglack of commitment from Mentors lack of proper evaluation of the programmes, they have been unsuccessful.
Garvey & Alred (2000) - lack of ‘Mentoring education’ in higher education – or the understanding - the programmes are not working well.
Ethnic Minority Mentoring Project
Factors Influencing a successful Mentoring Programme
According to Boateng (2007) and Williams (1999).
role adopted by the Mentor.
Ethnic Minority Mentoring Project
Benefits for the Mentee
The reported perceived benefits for the Mentee have been to gain experience, better student retention, orientation and integration within the university, increased confidence and success in their academic study, plus the additional acquired knowledge and experience of the Mentoring relationship and employment skills.
Ethnic Minority Mentoring Project
The Mentors’ benefits include personal development, a positive self-awareness and curriculum vitae enhancement. On the part of the educational institution, competitive advantage, boosted entry rates and figures of student retention, continued funding and support from its stakeholders, and a good general self-image all benefits it.
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Ethnic Minority Mentoring Project
Project ran:
September 2009 – June 2010
Funded by:
Pro Vice-Chancellor (Academic): Widening Participation Budget
Run by:
Moira Mitchell and Mary Andall-Stanberry
Ethnic Minority Mentoring Project
Mentor Recruitment
2nd and 3rd Year Students (2nd year preferable)
Recruited via:
Leaflets and postersUniversity websiteStudent JobshopProgramme Directors
Ethnic Minority Mentoring Project
Why the schemeWho would we attractHow would we selectHow would we matchOverseas or home students priority and conflict of interest ‘organisation’Issue?Gender issue?Cultural?Religion?Race
Ethnic Minority Mentoring Project
Criteria for matchingApplication forms for mentees and mentors?How much information do we requested?Should we put in question that can be used in evaluation?
Ethnic Minority Mentoring Project
Mentor Training
Half-day programme developed using resources from the Mentoring and Befriending Foundation, covering:
1.Principles of peer mentoring2.Interpersonal and Communication Skills3.Differences in Values and Attitudes4.Ground Rules of the Programme
Ethnic Minority Mentoring Project
Mentee Recruitment
Ethnicity of Mentors and Mentees
Most of the mentees were recruited during Fresher Week but some students were also referred during the course of the year
Ethnic Minority Mentoring Project
Matching Pairs
Mentors were matched to mentees on the following basis:
The demographic data on the application forms (age, gender, ethnicity)
Academic subject area
Interests and hobbies
Ethnic Minority Mentoring Project
Mentoring Activity
Pairs met weekly or fortnightlyRegularly contacted by project staffChose their own meeting venuesWhen unable to meet used the following:FacebookSkypeSMS TextingEmailDiscussed wide range of issues, including personal, cultural and academic
Ethnic Minority Mentoring Project
Review and Evaluation
Mentors and Mentees asked questions like:
What were the goals you stated at the beginning of the mentoring relationship?
Have you achieved these goals, as a whole or in part?
How have you experienced the relationship between mentee and mentor?
What personal benefits have you found, during your mentoring relationship?
Ethnic Minority Mentoring Project
Mentee Self-Evaluation
Pre-programme
Post-programme
Interpersonal Skills
Ethnic Minority Mentoring Project
Mentee Self-Evaluation
Pre-programme
Post-programme
Self-Confidence
Ethnic Minority Mentoring Project
Mentee Self-Evaluation
Pre-programme
Post-programme
Motivation and Goal Setting
Ethnic Minority Mentoring Project
Mentee Self-Evaluation
Pre-programme
Post-programme
Study Skills
Ethnic Minority Mentoring Project
Mentor Self-Evaluation
Listening skills
Time-keeping
Interpersonal skills
Self-confidence
Organisational skills
Ethnic Minority Mentoring Project
Conclusions
Very successful but .....
Very hard work!
How to reach less confident students?
How to embed across the University?
Ethnic Minority Mentoring Project
Programme Directors
Mary Andall-StanberrySenior Lecturer
Tel: 01634 894459Email: mary.andall-
Moira MitchellEquality and Diversity Manager
Tel: 01227 782795Email: [email protected]
Ethnic Minority Mentoring Project
Andall-Stanberry, M. (2007) Towards a Support Network for BME Students at CCCU. Canterbury Christ Church University (unpublished)
Boateng, L (2007) How Effective is the Peer Mentoring Programme in the School of Business of the University of Greenwich? University of Greenwich. Research Project
Clutterbuck, D. (2004). Everyone Needs a Mentor 4th edition, Chartered Institute of Personnel and Development
Freeman. K. (1999) Peabody Journal of Education. Vol 74. No. 2 Mentoring Under Represented
Friday, E and Friday S. (2002). Formal Mentoring: Is there a strategic fit? Journal of Management Decision [online], 40 (2) Available from http://www.emeraldinsight.com/10.1108/00251740210422820. [Accessed: 1st July 2010].
Garvey, B and Alred G. (2002). Developing Mentors. Journal of Career Development International [online], 5 (4/5). Available from: http://www.emeraldinsight.com/10.1108/EUM0000000005359 [Accessed: 1st July 2010].
Garvey, B. (1994). Ancient Greece, MBAs, the Health Service and George: Part 1. Journal of Education and Training [online], 36 (2). Available from: http://www.emeraldinsight.com/10.1108/00400919410058090. [Accessed: 1st July 2010].
Jowett, V and Stead, R. (1994). Mentoring Students in Higher Education. Journal of Education and Training [online], 36 (5). Available from: http://www.emeraldinsight.com/10.1108/00400919410062293. [Accessed: 1st July 2010].
Meggison, D. Clutterbuck, D. Garvey, B. Stokes, P. Garrett-Harris, R. (2006) Mentoring in Action. 2nd edition, Kogan Page.
Morrison, T. (1987) Beloved: New York: Alfred a Knopf Inc. Maryland USA
Robbins, M. M. (1995) Black students in teacher education. Multicultural Teaching. 14.1.
Smith, J. (2007) Report of Black and Minority Ethnic (BME) Student Consultation. CCCU
Williams. C.D. (1998) Role Models and Mentors for Young Black Administrators, Faculty and Students at Predominantly White Campuses. William Munroe Trotter Institute