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Journal article

Faculty / Student Mentor Program: Effects on Academic Performance and Retention

Campbell T, Campbell D ...see all

Research in Higher Education, vol. 38, issue 6 (2012) pp. 727-742

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A university faculty/student mentor program was evaluated for its effects on academic performance and retention. A matched pairs design was used in which 339 undergraduates assigned to mentors were paired with nonmentored students based on gender, ethnicity, GPA, and entering enrollment status. The results showed a higher GPA for mentored students (2.45 vs. 2.29), more units completed per semes- ter (9.33 vs. 8.49), and lower dropout rate (14.5% vs. 26.3%). Amount of mentor- prot6g£ contact was positively correlated with GPA. Academic achievement and re- tention were unrelated to gender and ethnicity of the mentor, the protege, or the gender and ethnic match between the two.

Author-supplied keywords

  • achievement
  • matching
  • mentor
  • protege
  • quasi experiemental design
  • retention

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  • Toni A. Campbell

  • David E. Campbell

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