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  1. 1. Latino/Hispanic Peer Mentoring Program<br />Juntos Podemos (Together We Can)<br />
  2. 2. Current Issue in Higher Education<br />Enrollment of Latino/Hispanic students has increased over the years yet many Latino/Hispanic students never finish earning their degrees and leave college due to feelings of isolation and not feeling integrated in the university community.<br />
  3. 3. Program Design<br /><ul><li>Intended for incoming Latino/Hispanic first-year and transfer students.
  4. 4. Mentors must have participated in the program prior to becoming a mentor.
  5. 5. New students will be assigned to a mentor during the summer prior to their 1st semester.
  6. 6. Mentors will have 5 mentees.
  7. 7. Mentees will attend social and cultural events that will promote engagement within the Latino/Hispanic community and the larger university community</li></li></ul><li>Program Design cont’d<br /><ul><li>Mentors and mentees will meet at least twice a week in a social and academic setting.
  8. 8. Mentors and mentees will be asked to keep a journal of their experiences.
  9. 9. Mentors will attend a resource retreat where they will be able to identify many of the resources available to them as students.
  10. 10. Mentors and mentees will attend a monthly summit where they will be able to share their experiences and thoughts with others.</li></li></ul><li>Goals<br /><ul><li>Strengthen and foster student engagement that will lead to increasing graduation and retention rates of Latino/Hispanic students.
  11. 11. Build a sense of family among Latino/Hispanic students, faculty, administrators and alumni that will encourage full participation within the larger university community.
  12. 12. Provide venues for discussion about what it means to be Latino/Hispanic locally and globally.
  13. 13. Provide a home away from home.
  14. 14. Provide multiple opportunities for exploration of ethnic identity development.</li></li></ul><li>Objectives<br />Students will be able to:<br /><ul><li>Identify when is Hispanic Heritage Month and be able to attend at least 3 events.
  15. 15. Identify and receive available financial, academic and support services offered by the university.
  16. 16. Describe the diversity within the Latino/Hispanic community.
  17. 17. Run for leadership positions in various student organizations.
  18. 18. Integrate themselves into the larger university community in a curricular and co-curricular way that will discourage isolation.</li></li></ul><li>Atkinson, Morten & Sue’s Minority Identity Development Model (1979, 1989)<br />Five stage conceptual framework model:<br /><ul><li>Conformity
  19. 19. Dissonance
  20. 20. Resistance & Immersion
  21. 21. Introspection
  22. 22. Integrative Awareness</li></li></ul><li>How Minority Identity Development Model Applies<br /><ul><li>Considering the heterogeneity of the Latino/Hispanic community, students can display the behaviors that relate to any of the 5 stages.
  23. 23. When developing programming, using the (MID) model can inform the types of events you will create and help establish a target audience.
  24. 24. Being aware of the theory may inform how you pair up mentors and mentees that share similarities in cultural competence, upbringing/background and identity.
  25. 25. Understanding of the theory may allow you to reach out to certain students before they consider leaving college.
  26. 26. Knowledge of the theory will help facilitate discussions about constructs of identity development (monthly summits)</li></li></ul><li>Why the minority identity development model<br /><ul><li>There are several races that makes up the Latino/Hispanic ethnicity.
  27. 27. MID model transcends racial lines and was designed to apply to all minorities because it is a conceptual framework.
  28. 28. Stages of the MID model are intentional and suggests progression from stage to stage which can contribute to a student feeling integrated into a university community.</li></li></ul><li>Assessment<br /><ul><li>Pre & post tests to determine cultural competence.
  29. 29. Pre & post tests to determine how students identify.
  30. 30. Journal writings may be evaluated as qualitative data.
  31. 31. Review of annual graduation rates and retention rates.
  32. 32. Exit interviews for students who do not persist through college.</li></li></ul><li>Limitations<br /><ul><li>Latino/Hispanic students leave college for various reasons, not just isolation or feelings of not fitting in.
  33. 33. Students of Latin descent may not identify as ethnically Latino/Hispanic on their admissions application.
  34. 34. Comprehension or lack thereof of the Spanish language may unite some while outcast others.
  35. 35. Often, administrators typecast individuals into stages of theories which can be problematic.</li></li></ul><li> Questions?<br />