A Phenomenological Case Study of Mentoring Outcomes: Benefiting the Mentor in Student Development, Self-esteem, and Identity Formation

A Phenomenological Case Study of Mentoring Outcomes: Benefiting the Mentor in Student Development, Self-esteem, and Identity Formation

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This qualitative study sought to provide a list of outcomes that mentors have as a result of being involved in a service-learning course over the course of one academic semester. The service learning course, Leadership in the Community, requires the enrollees to serve as a mentor to a local middle school student. Specifically, this study examined the mentoring outcomes of student development, self-esteem, and personal reflection. Data included semistructured interviews, researcher observations, Rosenberg Self-Esteem Scale (RSE), mentor journals, and personal reflection papers. Twenty-one participants were included in this study. An analysis of the data sources illustrated how each participant experiences mentoring and its outcomes and was informed using literature on mentoring, self-esteem, student development, and service-learning including: Maslow (1976), Chickering and Reisser (1993), Boyer (1990), Kram (1985), and Rosenberg (1965). In summary, this study's purpose was to identify mentoring outcomes and how participation in a service-learning course can contribute to changes in student development, self-esteem levels, and personal reflection.The assignment asked each student to share his or her personal experiences and what he or she learned from the experiences. During the personal story ... The main difference was that the personal narrative essay was more self- reflective.


Title:A Phenomenological Case Study of Mentoring Outcomes: Benefiting the Mentor in Student Development, Self-esteem, and Identity Formation
Author:
Publisher:ProQuest - 2008
ISBN-13:

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