Set up for success: An examination of the Ronald E. McNair Postbaccalaureate Achievement Program's mentoring component

Dwuena Cene' Wyre

Abstract

Often, individuals are set up to fail. However, effective mentoring can set individuals up to succeed. This nonexperimental cross-sectional, predictive study examines the Ronald E. McNair Postbaccalaureate Achievement Program's mentoring component. Specific focus is placed on faculty mentor competency and its impact on McNair student intent to attain a doctoral degree and awareness of graduate school. Cohen's (1993, 1995) Principles of Adult Mentoring Scale-Postsecondary Education Scale is utilized to assess McNair student perceived faculty mentor competency. Carrera's (2002) measures of effectiveness for the McNair Program's mentoring component are also used in this study. Sequential multiple regression is the employed method of analysis. Study results indicate faculty mentor relationship emphasis, information emphasis, and student vision competency scores are statistically significant in predicting McNair student "intent to attain a doctoral degree" ( R2 = .106, F [10, 59] = 2.732, p = .008) and "awareness of graduate school" ( R2 = .282, F [10, 58] = 4.359, p = .001), when controlling for GPA and parental education levels.