Latinos in Higher Education: An Evaluation of a University Faculty Mentoring Program

By S. Santos, Elena T. Reigadas. 2002

190 citations recorded by the source corpus.

Subfields: Education, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/3a074050983f151c7a81e41604e75addd836c71f

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Citations in the corpus

The Role of Faculty, Counselors, and Support Programs on Latino/a Community College Students’ Success and Intent to Persist (2015, background): “The study, consistent with the work of other researchers (Barnett, 2011; Rendón, 1994, 2002; Santos & Reigadas, 2002; Schlossberg, 1989; Suarez, 2003; Tovar, Simon, & Lee, 2009; Zalaquett & Lopez, 2006), demonstrated that receiving support, caring, and validation from institutional actors…”
Social Support and Success in Higher Education: The Influence of On-Campus Support on African American and Latino College Students (2013, background): “Santos and Reigadas (2002) study the benefits of participating in a faculty-mentoring program for Latino college students.”
Learning from the stories of successful undergraduate Latina/Latino students: the importance of mentoring (2006, background): “Mentoring is one practice that can help these students attain successful educational outcomes (Hon & Shorr, 1997 ; Wade, 2003 ), which may contribute to a higher quality of life (Santos & Reigadas, 2002 ; Santiago & Brown, 2004 ).”
Mentoring and 1st-Year Latina/o College Students (2005, background): “However, Santos and Reigadas (2002) found in their study that mentoring by someone of the same ERM group had a positive effect on Latina/o students.”
The Influence of Involvement with Faculty and Mentoring on the Self-Efficacy and Academic Achievement of African American and Latino College Students. (2012, background): “edu 2 (Sorrentino, 2006-2007). These findings suggest that mentoring relationships are related to better academic achievement for college students. Research has suggested that interacting with faculty in a variety of ways is related to better academic achievement (e.g. Komarraju, et al., 2010). Sax ”
Outcomes of mentoring at‐risk college students: gender and ethnic matching effects (2007, background): “On the other hand, in a study of Latino undergraduates, students with same‐race mentors perceived their mentors to be significantly more supportive in furthering their personal and career development and reported significantly greater program satisfaction than unmatched students (Santos & Reigadas, ”