Mentorship: A Conflict Intervention Tool at the Collegiate Level

Start Date

10-2-2021 5:00 PM

End Date

10-2-2021 6:15 PM

Proposal Type

Presentation

Proposal Description

A sense of belongingness and stability is something that individuals search for when pursuing an education. Conflict in pursuing one’s education is unavoidable; however, the best way to navigate such challenges is to learn how to manage the conflict. A common source of conflict that influences minority and underserved populations pursuing university degrees are barriers that prevent such populations from achieving academic success. Social injustices ranging from institutional and individual racism to the lack of administrative support and resources at certain colleges and universities prevent such institutions from addressing the conflicts and barriers that plague minority and underserved student populations. The authors have conducted two phenomenological studies whose findings indicate that providing stable and consistent sources of support to individuals in high-risk populations, who are pursuing undergraduate or graduate degrees, contribute to their academic success and resilience. This article will discuss two cases: African American males pursuing doctoral degrees and foster care alumni pursuing undergraduate degrees. Similar themes that have emerged from these two phenomenological studies include the students’ need for belongingness, stability, security, validation, and independence. Conflict interventions to address barriers for these student populations’ academic achievement include a mentorship model that stresses ongoing, supportive mentorship from both university and community partners. Mentorship is a catalyst that promotes educational maturity. Findings suggest that a template for addressing student needs and an accompanying developmental plan that includes mentorship, allows the students to navigate through their education and manage the conflicts they face in a more efficient manner. These mentoring programs may also assist educational institutions in developing the whole student, providing the students with a sense of belonging, confidence, and security.

Keywords: mentorship; foster care; doctoral students; conflict; support; structural racism; underserved student populations; intervention model; postsecondary education; academic success

Additional Comments

Author Bios (Krystle L. Hunter, PhD; Erica W. Martin, PhD; Claire Michele Rice):

Krystle L. Hunter has a Master of Science in Education Law and Doctorate in Philosophy in Conflict Analysis and Resolution from Nova Southeastern University. She serves as an Executive Administrator to a medical non-profit organization and is involved in higher education and conflict research.

Erica W. Martin is a doctoral alumna of DCRS with 14 years of experience in the public sector. Martin recently joined a faith-based, non-profit health care system as an Organizational Effectiveness Advisor, where she provides knowledge on organizational development and leadership skills. She has previously served as a suicide intervention and crisis skills trainer, and continues to serve as a community advocate for foster care youth.

Claire Michele Rice is the former chair of the Department of Conflict Resolution Studies at NSU’s College of Arts, Humanities, & Social Sciences. She holds a doctoral degree in comparative sociology and has researched conflict interventions using mentoring models, community empowerment and other conflict resolution processes.

Presenters: Krystle L. Hunter, PhD; Erica W. Martin, PhD

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Feb 10th, 5:00 PM Feb 10th, 6:15 PM

Mentorship: A Conflict Intervention Tool at the Collegiate Level

A sense of belongingness and stability is something that individuals search for when pursuing an education. Conflict in pursuing one’s education is unavoidable; however, the best way to navigate such challenges is to learn how to manage the conflict. A common source of conflict that influences minority and underserved populations pursuing university degrees are barriers that prevent such populations from achieving academic success. Social injustices ranging from institutional and individual racism to the lack of administrative support and resources at certain colleges and universities prevent such institutions from addressing the conflicts and barriers that plague minority and underserved student populations. The authors have conducted two phenomenological studies whose findings indicate that providing stable and consistent sources of support to individuals in high-risk populations, who are pursuing undergraduate or graduate degrees, contribute to their academic success and resilience. This article will discuss two cases: African American males pursuing doctoral degrees and foster care alumni pursuing undergraduate degrees. Similar themes that have emerged from these two phenomenological studies include the students’ need for belongingness, stability, security, validation, and independence. Conflict interventions to address barriers for these student populations’ academic achievement include a mentorship model that stresses ongoing, supportive mentorship from both university and community partners. Mentorship is a catalyst that promotes educational maturity. Findings suggest that a template for addressing student needs and an accompanying developmental plan that includes mentorship, allows the students to navigate through their education and manage the conflicts they face in a more efficient manner. These mentoring programs may also assist educational institutions in developing the whole student, providing the students with a sense of belonging, confidence, and security.

Keywords: mentorship; foster care; doctoral students; conflict; support; structural racism; underserved student populations; intervention model; postsecondary education; academic success