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Mentoring college students with disabilities: experiences of the mentors

Ashleigh Hillier (Department of Psychology, University of Massachusetts Lowell, Lowell, Massachusetts, USA)
Jody Goldstein (Student Disability Services, University of Massachusetts Lowell, Lowell, Massachusetts, USA)
Lauren Tornatore (Student Disability Services, University of Massachusetts Lowell, Lowell, Massachusetts, USA)
Emily Byrne (Department of Psychology, University of Massachusetts Lowell, Lowell, Massachusetts, USA)
Joseph Ryan (Department of Psychology, University of Massachusetts Lowell, Lowell, Massachusetts, USA)
Hannah Johnson (Department of Psychology, University of Massachusetts Lowell, Lowell, Massachusetts, USA)

International Journal of Mentoring and Coaching in Education

ISSN: 2046-6854

Article publication date: 7 August 2018

Issue publication date: 13 September 2018

609

Abstract

Purpose

The purpose of this paper is to better understand the impact of peer mentoring on mentors working with university students with a disability. Research questions focused on how undergraduate student mentors evaluated their experience as a mentor, in what ways they benefited, the challenges they experienced and how these challenges could be addressed.

Design/methodology/approach

Quantitative and qualitative data examined the experiences, benefits and challenges experienced by the mentors across seven separate cohorts. Self-report measures were collected in a pre-post design, and qualitative analysis was conducted on focus groups at the end of the program. The paper also outlines the program model including training and support mechanisms, and the program curriculum implemented by mentors.

Findings

Responses on the measures showed that student mentors saw mentoring as a positive experience, and they felt more committed to their university after participating. Qualitative content analysis of focus groups supported this and also highlighted some of the unique challenges faced by mentors working with students with a disability. These included communication difficulties, trouble building rapport, not knowing how to help their mentee and feeling over-protective.

Research limitations/implications

While the findings are preliminary, results indicated that serving as a mentor to freshmen university students with a disability had an important impact on the personal growth and skills development of the mentors. In addition, similar program models should recognize that careful attention is needed to ensure mentors are fully supported in their role. Findings also highlight areas for improvement of the program such as examining longer term outcomes, including a comparison group, and seeking the perspectives of the mentees. Limitations included limited standardized assessment tools to assess impact more broadly.

Originality/value

The study is original in its focus on improving current understanding of outcomes for student mentors who are working with incoming university students with a disability status.

Keywords

Acknowledgements

This project is not supported with external funding.

Citation

Hillier, A., Goldstein, J., Tornatore, L., Byrne, E., Ryan, J. and Johnson, H. (2018), "Mentoring college students with disabilities: experiences of the mentors", International Journal of Mentoring and Coaching in Education, Vol. 7 No. 3, pp. 202-218. https://doi.org/10.1108/IJMCE-07-2017-0047

Publisher

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Emerald Publishing Limited

Copyright © 2018, Emerald Publishing Limited

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