Date of Graduation
Doctor of Philosophy in Higher Education (PhD)
Rehabilitation, Human Resources and Communication Disorders
Second Committee Member
The purpose of this study was to explore how high-achieving first-generation college students perceived their mentoring experiences at a public research university in the midsouth and examined what role mentoring played in their persistence. Using the narrative inquiry, the study captured mentoring perceptions and experiences of 13 high-achieving first-generation college students. Data collection included one pre-interview activity, one semi-structured interview, and a follow-up meeting with the participants if needed. Participants provided insight on five areas related to mentoring: perceptions of mentoring, development of mentoring relationships, experiences that fostered mentoring relationships, the most influential mentors, and the influence of mentoring on persistence. This study offers recommendations on ways higher education administrators, staff, and faculty can better mentoring relationships for high-achieving first generation college students. Understanding how mentoring influences high achieving first-generation college student persistence can also help institutions better support and retain these students.
King, M. J. (2023). Perceptions of Mentoring among High-Achieving, First-Generation College Students. Graduate Theses and Dissertations Retrieved from https://scholarworks.uark.edu/etd/5021