{"id":{"repo_id":"vt","oai_identifier":"oai:vtechworks.lib.vt.edu:10919/90798"},"canonical_url":"https://search.dev.ndltd.org/etd/vt/oai:vtechworks.lib.vt.edu:10919/90798","repository":{"repo_id":"vt","name":"Virginia Tech","base_url":"https://vtechworks.lib.vt.edu/oai/request"},"display":{"title":"\"Care and authenticity is something that I was seeking\": Mentoring experiences of African American undergraduate students studying agriculture at an 1862 Land Grant Institution","abstract":"Studies show that mentoring has a significant impact on the educational successes of minority students and the development of their personal and professional identity within their particular field of study. Within these mentoring relationships an environment is created to where students feel comfortable to discuss their various personal concerns that impact their matriculation through their undergraduate experience in a variety of ways. The purpose of this study is to document the experiences of undergraduate African American students majoring in agriculture while enrolled at a predominately white land grant institutions and explore opportunities for using mentoring as a tool and factor in assisting these students in persisting towards their undergraduate degree at Virginia Tech. The foundation of the study was based on Bean and Eaton's Psychological Model of Retention and Rodgers and Summers' Revised model of retention for African American students at PWIs. Findings from this study were articulated by students conceptualization of mentors as a supportive guide in contrast to procedural advising relationships, additionally how students have experiences mentorship with mentors with a range of identities; student interactions within their colleges and departments as well as their both indirect and direct mentorship experiences; their support, interaction and connection to the African American community on campus during their undergraduate tenure; and how the university's bureaucratic structure has an impact on their experience as African American students.","abstract_html":"Studies show that mentoring has a significant impact on the educational successes of minority students and the development of their personal and professional identity within their particular field of study. Within these mentoring relationships an environment is created to where students feel comfortable to discuss their various personal concerns that impact their matriculation through their undergraduate experience in a variety of ways. The purpose of this study is to document the experiences of undergraduate African American students majoring in agriculture while enrolled at a predominately white land grant institutions and explore opportunities for using mentoring as a tool and factor in assisting these students in persisting towards their undergraduate degree at Virginia Tech. The foundation of the study was based on Bean and Eaton's Psychological Model of Retention and Rodgers and Summers' Revised model of retention for African American students at PWIs. Findings from this study were articulated by students conceptualization of mentors as a supportive guide in contrast to procedural advising relationships, additionally how students have experiences mentorship with mentors with a range of identities; student interactions within their colleges and departments as well as their both indirect and direct mentorship experiences; their support, interaction and connection to the African American community on campus during their undergraduate tenure; and how the university's bureaucratic structure has an impact on their experience as African American students.","abstract_has_math":false,"creators":["Harris, Kayla Michelle"],"institution":"Virginia Tech","degree_name":"Master of Science in Life Sciences","degree_level":"masters","degree_discipline":"Agricultural and Extension Education","degree_department":"Agricultural, Leadership, and Community Education","school":null,"contributors":[],"advisors":[],"committee_chairs":["Scherer, Hannah H."],"committee_members":["Shushok, Frank X.","Alston, Antoine J.","Westfall-Rudd, Donna M."],"year":2019,"date_issued":"2019-07-01","date_published":"2019-07-01","updated_at":"2026-07-22T22:20:43Z","subjects":["1862 Land Grant Institutions","mentorship","African American agriculture","undergraduate experience","undergraduate matriculation"],"languages":[],"rights":["In Copyright"],"rights_urls":["http://rightsstatements.org/vocab/InC/1.0/"],"identifier_entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["vt_gsexam:21473"],"render_values":[{"text":"vt_gsexam:21473","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/10919/90798","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.committeechair","label":"Committee Chair","values":["Scherer, Hannah H."]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Shushok, Frank X.","Alston, Antoine J.","Westfall-Rudd, Donna M."]},{"key":"dc:contributor.department","label":"Department","values":["Agricultural, Leadership, and Community Education"]},{"key":"dc:creator","label":"Author","values":["Harris, Kayla Michelle"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2019-07-02T08:01:35Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2019-07-02T08:01:35Z"]},{"key":"dc:date.issued","label":"Date","values":["2019-07-01"]},{"key":"dc:publisher","label":"Institution","values":["Virginia Tech"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Agricultural and Extension Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["masters"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science in Life Sciences"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Virginia Polytechnic Institute and State University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["1862 Land Grant Institutions","mentorship","African American agriculture","undergraduate experience","undergraduate matriculation"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["In Copyright"]},{"key":"dc:rights.uri","label":"Rights URI","values":["http://rightsstatements.org/vocab/InC/1.0/"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["vt_gsexam:21473"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/10919/90798"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Studies show that mentoring has a significant impact on the educational successes of minority students and the development of their personal and professional identity within their particular field of study. Within these mentoring relationships an environment is created to where students feel comfortable to discuss their various personal concerns that impact their matriculation through their undergraduate experience in a variety of ways. The purpose of this study is to document the experiences of undergraduate African American students majoring in agriculture while enrolled at a predominately white land grant institutions and explore opportunities for using mentoring as a tool and factor in assisting these students in persisting towards their undergraduate degree at Virginia Tech. The foundation of the study was based on Bean and Eaton's Psychological Model of Retention and Rodgers and Summers' Revised model of retention for African American students at PWIs. Findings from this study were articulated by students conceptualization of mentors as a supportive guide in contrast to procedural advising relationships, additionally how students have experiences mentorship with mentors with a range of identities; student interactions within their colleges and departments as well as their both indirect and direct mentorship experiences; their support, interaction and connection to the African American community on campus during their undergraduate tenure; and how the university's bureaucratic structure has an impact on their experience as African American students."]},{"key":"dc:description.abstractgeneral","label":"General Abstract","values":["Mentorship has a significant impact on the personal, academic and professional development of student during their undergraduate experiences at four-year institutions, having a large impact on their personal identity as well as how they view themselves within their particular field of study. Within these mentor and mentee relationship an environment is created where both parties develop rapport and understanding among each in order to be able to discuss concerns and interest that they may have that have an impact on their entire undergraduate experience in a number of ways. The purpose of this study is to document the experiences of undergraduate African American students majoring in agriculture while enrolled at a predominately white land grant institutions and explore opportunities for using mentoring as a tool and factor in assisting these students in persisting towards their undergraduate degree. The foundation of the study was based on two student development psychological models. Findings from this study were articulated by students conceptualization of mentors as supportive guide in contrast to procedural advising relationships, additionally how students have experiences mentorship with mentors with a range of identities; student interactions within their colleges and departments as well as their both indirect and direct mentorship experiences; their support, interaction and connection to the African American community on campus during their undergraduate tenure; and how the university’s bureaucratic structure has a impact on their experience as African American students."]},{"key":"dc:description.degree","label":"Dc Description Degree","values":["Master of Science in Life Sciences"]},{"key":"dc:format.medium","label":"Dc Format Medium","values":["ETD"]},{"key":"dc:title","label":"Title","values":["\"Care and authenticity is something that I was seeking\": Mentoring experiences of African American undergraduate students studying agriculture at an 1862 Land Grant Institution"]}]}],"canonical_facts":{"dc:contributor.committeechair":["Scherer, Hannah H."],"dc:contributor.committeemember":["Shushok, Frank X.","Alston, Antoine J.","Westfall-Rudd, Donna M."],"dc:contributor.department":["Agricultural, Leadership, and Community Education"],"dc:creator":["Harris, Kayla Michelle"],"dc:date.accessioned":["2019-07-02T08:01:35Z"],"dc:date.available":["2019-07-02T08:01:35Z"],"dc:date.issued":["2019-07-01"],"dc:description.abstract":["Studies show that mentoring has a significant impact on the educational successes of minority students and the development of their personal and professional identity within their particular field of study. 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Within these mentor and mentee relationship an environment is created where both parties develop rapport and understanding among each in order to be able to discuss concerns and interest that they may have that have an impact on their entire undergraduate experience in a number of ways. The purpose of this study is to document the experiences of undergraduate African American students majoring in agriculture while enrolled at a predominately white land grant institutions and explore opportunities for using mentoring as a tool and factor in assisting these students in persisting towards their undergraduate degree. The foundation of the study was based on two student development psychological models. Findings from this study were articulated by students conceptualization of mentors as supportive guide in contrast to procedural advising relationships, additionally how students have experiences mentorship with mentors with a range of identities; student interactions within their colleges and departments as well as their both indirect and direct mentorship experiences; their support, interaction and connection to the African American community on campus during their undergraduate tenure; and how the university’s bureaucratic structure has a impact on their experience as African American students."],"dc:description.degree":["Master of Science in Life Sciences"],"dc:format.medium":["ETD"],"dc:identifier.other":["vt_gsexam:21473"],"dc:identifier.uri":["http://hdl.handle.net/10919/90798"],"dc:publisher":["Virginia Tech"],"dc:rights":["In Copyright"],"dc:rights.uri":["http://rightsstatements.org/vocab/InC/1.0/"],"dc:subject":["1862 Land Grant Institutions","mentorship","African American agriculture","undergraduate experience","undergraduate matriculation"],"dc:title":["\"Care and authenticity is something that I was seeking\": Mentoring experiences of African American undergraduate students studying agriculture at an 1862 Land Grant Institution"],"dc:type":["Thesis"],"thesis:degree_discipline":["Agricultural and Extension Education"],"thesis:degree_level":["masters"],"thesis:degree_name":["Master of Science in Life Sciences"],"thesis:institution_name":["Virginia Polytechnic Institute and State University"]},"updated_at":"2026-07-22T22:20:43Z"}