Mentoring in higher education: an evaluation of the SAGE mentoring program and its relation to implicit intelligence theories

Abstract

More African Americans are in college than ever before, but these students still lag behind their white counterparts in every major area of academic achievement. The disparity between African American and White students is known as the achievement gap. Colleges have tried to improve this gap by providing students with mentoring and educational assistance programs. The purpose of this study was to evaluate the effectiveness of one mentor program, (SAGE), on achievement in terms of Grade Point Average. It was expected that implicit intelligence theories would moderate the relationship between SAGE participation and GPA. A hierarchical regression analysis was run in order to examine the interaction between SAGE and implicit intelligence theories. Results showed no significant main effects or interaction.