The Value of Mentoring Programs for African American Male College Students

Authors

  • Yolanda Barbier Gibson George Mason University

DOI:

https://doi.org/10.13021/G8jmgr.v1i2.216

Keywords:

African American males, mentoring programs, student success, community college, retention, graduation

Abstract

Retention and graduation rates among African American male college students have received considerable coverage in recent years which is evident based on the literature in this paper. African American male students enroll in community colleges at a steady pace, yet graduation and retention rates are the lowest among this group. By creating mentoring programs designed specifically for African American males, academic success, retention, and graduation rates will improve. In this paper, the author will review the literature pertaining to the implications of mentoring programs for minority male college students. The author will begin by defining mentoring programs, exploring major arguments associated with mentoring programs, and address implications that mentoring has on retention for African American male students. In the final part of the paper, the author provides practical recommendations to effectively implement a mentoring program; summarize the arguments and reemphasize the significance of mentoring program for African American male students.   

 

 

Author Biography

Yolanda Barbier Gibson, George Mason University

Yolanda B. Gibson is a doctoral student enrolled in the D.A. Higher Education Program at George Mason University. Currently, she serves as the Director of Alumni Relations at Marymount University. As a main point of contact for alumni she creates and implements programs and services that help alumni stay connected to Marymount University. Mrs. Gibson has held numerous positions with both two and four year higher education institutionsâmost recently at the University of the District of Columbia Community College, where she served as the Director of the Student Success Center. In this role, she played an integral role in increasing retention and graduation rates. 

Mrs. Gibson has served in many volunteer leadership roles for Marymount University including President and Vice President of Marymount Universityâs Alumni Association Board and founder of the Black Alumni Chapter. In 2009, she received the Alumni Club Leadership Award from Marymount University.  She has a bachelorâs degree in communications with a minor in business administration from Marymount University, a Masterâs degree in Community College Teaching from George Mason University, and is completing a doctoral degree in Higher Education Administration at George Mason University.

References

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Published

2014-04-27

Issue

Vol. 1 No. 2 (2014): Innovations in Education

Section

Articles

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