Binion !

Devon Binion

Robert Vincent

HDF 414

December 6, 2018

The Multicultural Mentorship Program

Abstract: Students from disadvantaged backgrounds undoubtedly struggle to adjust to the

college campus environment. Most of these students also happen to be scholars of color. I hope

to change this unfortunate reality by creating what I call the Multicultural Mentorship Program.

Eligible college students will be paired with a certified mentor who will work with them to meet

their academic, professional, and mental health needs. Disadvantaged students at the University

of Rhode Island are a definite priority. As a change agent, I am committed to creating this

program and plan on utilizing my activator strength to collaborate with URI’s Office of

Undergraduate Admission, the Multicultural Student Services Center, as well as our diverse

population of students to make this program beneficial. Having empathy as a top strength will

allow me to genuinely concern myself with the well-being of these students and think about what

they need to thrive in college. As a diverse college student who utilizes and understands the

importance of campus involvement, I am passionate about creating this program.

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The University of Rhode Island lacks the diverse community that positively impacts

students of color, as 70.8% of its students and 84.1% of its faculty identify as white (College

Factual). Students of color attending predominantly white institutions, like URI, will benefit

greatly from a mentorship program such as this one. I’d like to create social change at the

University of Rhode Island and implement the Multicultural Mentorship Program. This service

allows for eligible students to interact with their highly qualified mentors face to face. Mentors

will provide their students with academic tutoring and techniques to build their resumes and

prepare for professional interviews. These mentors also have experience in life coaching to

improve the mental health of their students. Improving the mental, academic, and professional

development of these college students is a huge priority.

Nearly 60 years after the Civil Rights Movement, people of color are still victims of

micro-aggressions and racism. College students of color are no exception to this phenomenon.

According to a 2017 NBC News article, “The Anti-Defamation League Center on Extremism

has reported 188 white supremacist related incidents have occurred on 126 colleges campus

since September of 2016” (Duster, 2017). It’s common knowledge that college is a time of

transition for many adolescents, as they progress into adulthood and prepare to enter the

workforce. College also happens to be the time when many mental illnesses arise in students

aged 18-24. Annelle B. Primm, a writer for the Higher Education Today blog, states, “a

recent national survey found that compared to white students, students of color report higher

rates of emotional distress in their freshman year and of keeping their difficulties to

themselves” (Primm, 2018). It’s crucial to prevent this emotional distress from hindering the
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academic performance of these students, but more importantly, to ensure that their mental state

and well being are not compromised.

College readiness plays a major role in each student’s journey to further their education

beyond high school. According to data gathered by the National Institutes of Health, students

from disadvantaged backgrounds aren’t necessarily set up to succeed in the collegiate academic

environment. These students are unlikely to pursue a science oriented curriculum and are, “…

less likely to meet readiness benchmarks on college entrance exams” (National Institutes of

Health). Additionally, individuals from low-income families, “…have limited access to necessary

science and math prerequisites at every academic level,” and, “…only one in 10…” have a

bachelor’s degree by age 25 (National Institutes of Health). Clearly, these students are in need of

some sort of academic assistance.

It’s evident that students from disadvantaged backgrounds struggle to adjust to the

college campus environment. Most feel unprepared in furthering their education and report high

rates of emotional distress. These students would greatly benefit from a mentorship program, like

the one I have proposed. When discussing protective factors for these disadvantaged students,

Primm states, “…social support, cultural pride, the sense of belonging that comes from

interacting with others with a similar cultural background, and resources on campus designed to

assist students of color to adapt to the campus environment can make a positive difference in

their adjustment and emotional well-being” (Primm, 2018). Mentors in the Multicultural

Mentorship Program will not only provide academic tutoring to our students, but will also work

directly with the University of Rhode Island in hopes to find a community for our students,

whether it be through a student club or multicultural organization, on campus job, or an athletic

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team. Involvement on campus has proven to help college students in a variety of ways, it builds

time management skills, can lead to crucial friendships and networking opportunities, and it

increases marketability after graduation (The College of St. Scholastica, 2017). Caitlin Cotter, an

officer in the URI Office of Undergraduate Admission states, “The Undergraduate Office of

Admission is responsible for the creation of the student organization DRIVE (Diversifying,

Recruiting, Inspiring, Volunteering, and Educating) which focuses on diversity and inclusion on

campus” (Cotter, email interview, Oct 29, 2018). Multicultural organizations are great

involvement opportunities for students in the Multicultural Mentorship Program. In fact, George

Gallien, the director of URI’s Multicultural Student Services Center states, “Multicultural

Organizations absolutely increase the retention rate of the diverse population of students. It’s a

safe space where these students can express their concerns” (Gallien, personal interview, Oct 29,

2018). Through the Multicultural Mentorship Program, these students finally stand a chance at

succeeding in a college campus environment.

In conclusion, public education before and beyond the high school level is a flawed

system. Some students are more prepared than others, as my research has proven. The students

who struggle, typically those from disadvantaged backgrounds, aren’t given a fair chance to

succeed. I would like to change that. The Multicultural Mentorship Program is designed to level

the playing field and work with scholars of color to meet their academic, professional, and

mental health needs.

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Appendix 1: Interviews

Caitlin Cotter: Officer with the URI Office of Undergraduate Admission

What does the office of admission do to bring more diverse groups to campus?

The Undergraduate Office of Admission, in an effort to increase diversity on campus, holds an

annual Multicultural Overnight Program each spring semester. The Multicultural Overnight

Program allows accepted (not deposited), out-of-state, multicultural high school seniors to visit

campus and stay overnight in a residence hall with a current URI student. As part of the

Overnight Program, our visiting students attend a class, eat in a dining hall, interact with current

URI students through a variety of fun activities, attend Welcome Day events, and experience

being a “Rhody Ram” in order to better inform their deposit decision.

Additionally, in 2013, 2014, and 2017, the Office of Admission helped fund a Ram for a Day:

College Initiative Program which allows 70-80 9th and 10th grade underrepresented and

underserved Rhode Island high school students to visit campus. Through the Ram for a Day

Program, high school students are encouraged to believe in themselves and to pursue their

educational goals. Visiting students are provided with the tools and resources necessary to

navigate the realm of higher education including information about college options, the college

transition process, and financial assistance.

Does the office of admission provide services to ensure that diverse students stay at the

university?

The Undergraduate Office of Admission is responsible for the creation of the student

organization DRIVE (Diversifying, Recruiting, Inspiring, Volunteering, and Educating) which

focuses on diversity and inclusion on campus. DRIVE student volunteers function as peer
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mentors who educate and influence high school students at both the Multicultural Overnight

Program and the Ram for a Day Program. Not only are DRIVE students integral in inspiring high

school students to deposit at and attend URI, but DRIVE members also help retain these students

on campus for four years. Many high school students who attend our programming/events, and

decide to enroll at URI become future DRIVE members and continue through their membership

to give back to the URI community. For many of our first-year students (as well as sophomores,

juniors and seniors) DRIVE is a home base; it is an organization that fosters a sense of inclusion

and always seeks new ways to diversify campus.

What is the retention rate for diverse students at URI?

The retention rate overall at the University of Rhode Island is around 85%. Unfortunately, there

is very little data available regarding the retention rate specifically for diverse students at URI.

George Gallien: Director of URI Multicultural Student Services Center

What does MSSC do to engage students of color at URI?

Our diversity cafe gets a lot of attention as there’s lots of engagement. We host pizza parties,

have open mic night, and it’s truly a hang out spot. We really want to bring everybody together

and bring our students’ vision to life.

What percentage of the diverse population are involved in multicultural organizations?

I would say the majority of these students. I often ask myself, “what are we not doing to engage

our students?” I like to catch our students to make sure they don’t fall through the holes.

Do you think multicultural organizations increase retention?

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Multicultural Organizations absolutely increase the retention rate of the diverse population of

students. It’s a safe space where these students can express their concerns. Our students also

partake in leadership training and in fact, I have 6 students attending the NCORE conference this

spring.
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Appendix 2: Works Cited

Cotter, Caitlin (2018, October 29). email interview with [Devon Binion].

Duster, C. R. (2017, October 1). Colleges work to ease fear amid racially charged incidents.

Retrieved from https://www.nbcnews.com/news/nbcblk/rise-racially-charged-incidents-

campus-colleges-work-ease-students-fears-n806241

Gallien, George (2018, October 29). personal interview with [Devon Binion].

How Diverse is University of Rhode Island? (2018, September 27). Retrieved from https://

www.collegefactual.com/colleges/university-of-rhode-island/student-life/diversity/

Individuals from Disadvantaged Backgrounds. (n.d.). Retrieved from https://extramural-

diversity.nih.gov/diversity-matters/disadvantaged-backgrounds

Primm, A. B. (2018, June 06). College Students of Color: Confronting the Complexities of

Diversity, Culture, and Mental Health. Retrieved from https://www.higheredtoday.org/

2018/04/02/college-students-color-confronting-complexities-diversity-culture-mental-health/

Scholastica, T. C. (2017, July 10). The importance of community participation: Why college

clubs & organizations matter. Retrieved from http://www.css.edu/the-sentinel-blog/the-

importance-of-community-participation-why-college-clubs-and-organizations-matter.html