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OrganizationalAnalysisatSanJoséStateAthletics:
BuildingtheSASSPeerMentoringProgram
AProjectReport
Presentedto
TheFacultyoftheDepartmentofAnthropology
SanJoséStateUniversity
InPartialFulfillment
oftheRequirementsoftheDegree
MasterofArts
ByTimeaMolnar
May2017
©2017
TimeaMolnar
AllRightsReserved
SanJoséStateUniversity
TheUndersignedGraduateCommitteeApprovestheProjectReportTitled
OrganizationalAnalysisatSanJoséStateAthletics:
BuildingtheSASSPeerMentoringProgram
By
TimeaMolnar
ApprovedforTheDepartmentofAnthropology
Dr.MarcoMeniketti,DepartmentofAnthropology Date
Dr.ChuckDarrah,DepartmentofAnthropology Date
Dr.MariaLuisaAlaniz,DepartmentofSociology Date
Abstract
ThisresearchprojectwassetouttoconductorganizationalanalysisattheSanJoséStateAthleticsDepartmentinorderto,first,gainunderstandingoftheorganizationalpracticesandbehaviorsacrossandwithinthesubdivisionsofthedepartment,withspecificfocusontheprocessesoftheStudent-AthleteSuccessServices(SASS)unit.ThesecondandultimategoaloftheresearchprojectwastoestablishapeermentoringpilotprogramofferedunderthescopeofSASSservices.Thementoringprogramwasestablishedwiththepurposetoprovideacademic,personal,social,andprofessionalsupportforSpartanstudent-athletestoaidthemintheireffortstogainaholisticcollegeexperiencewhilemeetingthevariousexpectationsbroughtonbytheirdualroleascollegiateathletes.
Acknowledgements
Iameternallygratefulforallthepeoplewhochallenged,supported,andguidedmethroughoutthegraduateadventuresaswellasduringmyundergraduateyears.IwouldliketothankthefacultyoftheDepartmentofAnthropology.IoweaspecialthankyoutoProfessorMenikettiforhismentorship,lessons,andpatience;toProfessorDarrahforthetalksandjokesandfor’keepingitreal;’andtoProfessorAlanizforherendlesssupportandunderstanding.TheamazinggroupofSJSUfacultyhasgivenmethefreedomtoexplore,thesupporttodare,andtheskillstoturnmygoalsintoreality.IamhumbledbythekindnessandsupportoftheStudent-AthleteSuccessServicesUnit,whowelcomedmeintotheirgroup,supportedmealongtheway,andshoweduncompromisingdevotiontotheirstudent-athletes;Eileen,Melanie,Jen,Julie,Jeanine,Sonja,Jose,Matheo-youguysareamazing.TheprojectwouldalsonothavebeenpossiblewithouttheSJSUAthleticsstaffandthestudent-athleteswhoprovidedinput,wisdomandjustablissofanenvironmenttoworkin.Mycohortandclassmateshavemadethedifficulttimesenjoyable,forsufferingtogetherisafterallstillsocializingandthatwe,asanthropologists,shallforeverembrace.Gabriel,mypartnerincrime,yoursupportandwisdomhavehelpedmeeverystepontheway.Yourfriendshipisthemostpreciousnon-academicrewardIgotfromtheprogram.Lou,Susie,andDoug,youguyshavebeenmyfamilyawayfrommyFamily.Youhavesupportedandlovedmeandalifeistooshorttothankyouenough,butIwillcertainlytry.Aboveall,IwouldbenowherewithoutmyFamily.Szülőcskék,avilágotadtátoknekem.Áron,Tevagyalegjobbbarátnőm.Éva,köszönömhogyvagy,végtelenülhálásvagyokatámogatásodért.Bubu,L.Y.A.L.Y.F.
TableofContents
I. Introduction 1CollegiateAthletics 1SanJoséStateSpartans 2ScottGadwayAcademicCenter 3Student-AthleteSuccessServices(SASS) 3SASSPeerMentoringServices 4
II. DevelopingtheProjectFocus 6III. TheoreticalFramework 10
OrganizationalCulture 10Student-Athletes’Challenges 12PeerMentoringFramework 14
IV. Methodology 17V. Fieldwork 21
LimitedStudent-AthleteSupportServices 22DisconnectedUnits 24Student-AthleteSuccessServicesUnit 25ChangeinSASSLeadership 27SASSPeerMentoringServices 29
i. Fall2015 30ii. Spring2016 33iii. Fall2016 36
GradesFirst 37Coaches’Involvement 39ThroughtheEyesoftheStudent-Athletes 40Discussion 45
VI. Suggestions 47Student-AthleteSuccessServices 48HiringPeerMentors 49TrainingthePeerMentors 51InvolvingCoaches 52ImprovingGradesFirst 52InformingStudent-Athletes 52
VII. Conclusion 54VIII. AnthropologicalDifference 57IX. References 58X. AppendixofEvidence 62
1
I. Introduction
CollegiateAthletics
Havingtofulfillavarietyofexpectationsintheclassroomaswellasonthefield,student-
athletesareunderimmensestress.Beyondacademicrequirementsgivenbytheirprofessors,
student-athletesalsofacedemandssetbytheircoachesandtheNationalCollegiateAthletic
Association(NCAA).Thesetaskscomewithdauntingcommitmentsregardingtimeandenergy,
andthusbringtremendouspressure.Whilecompetingforplayingtimeonthefield,theyare
expectedtomaintaingoodacademicstanding,participateinpracticeupto20hoursaweek,
andattendmandatoryteammeetingsaswellasone-on-oneathletic,academic,andadvisor
meetings(NCAA2016a,2016b;CoshandTully2015;Putukian2015;Wolverton2007;Carodine
etal.2001).AstheNationalCollegiateAthleticAssociation’seligibilityrequirementshavebeen
graduallygrowingstricter(NCAA2016a,2016b;Carodineetal.2001),thecollegiateathletics’
academicsupportstaffsandthestudent-athletesarenowunderevenmorepressuretomeet
thesedemands,oftentotheexpenseofacademicattainment(Jayakumar,Comeaux2016;
Kulicsetal.2015;Putukian2015;Wolverton2007;Meyer2005).
Thestrainthatthevariouschallengesputonstudent-athletesaredemandingevenfor
academicallysuccessfulparticipantsofcollegiateathletics,letalonefor‘at-risk’students.At-
riskstudent-athletesarethoseinjeopardyofenteringcollegeunpreparedtomeetthe
academicrequirements(CoshandTully2015;Carodineetal.2001).Inordertoaidstudent-
athletesincopingwithstressandmeetingenvironmentalexpectationstheNCAA(2016b)
requiresallmembercollegesparticipatinginvarsitysportstoprovidegeneralacademic
counselingservicesspecifictotheneedsofthestudent-athletes.Suchservicesareoffered
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eitherbyAthleticsoranother,non-athleticdepartmentoftheuniversity,andmayinclude
academicadvising,careerplanning,tutoring,learningsupportetc.WhiletheNCAAencourages
andoftenprovidesfundingforspecificservices,notallofthemareimplementedorutilized
efficientlyinthememberuniversities(JayakumarandComeaux2016).Forexample,the
DivisionIAthleticDirectorsAssociationsponsorsChallengingAthleticMindsforPersonal
Success(CHAMPS)/LifeSkillsprogramsthatassureadistinguishedathleticexperienceand
comprehensivelife-skilldevelopmentforstudent-athletes(Carodineetal.2001).Evenwith
designatedfinancialsupport,however,thereisashortageofresourcesinmanyuniversities.
Nevertheless,thereisanundeniableneedforsupportandguidanceforstudent-athletesin
theirendeavorstomeetthenumberofstrainsbroughtonbytheirdualrole.
SanJoséStateSpartans
AsanNCAADivisionIcollege,SanJoséStateUniversityisamongtheleadinginstitutions
participatingincollegiateathletics.Accordingly,theSpartanathletesmustdealwitha
multitudeofpersonal,academic,andathleticchallenges.Inthepastyears,duetoavarietyof
reasonsincluding,butnotlimitedto,alackofsufficientfundingandresources,highturnover
rateamongtheacademicsupportstaff,andinadequatecommunicationwithinandacross
differentorganizationalunitsoftheAthleticdepartment,theleadershipagreedtoassistmy
ethnographicstudythatevaluatesorganizationalprocesseswithinthedepartment.Themain
goalofthestudywastotroubleshootproblemareaswithintheGadwayAcademicCenterat
SanJoséStateAthleticsingeneral,andwithintheStudent-AthleteSuccessServicesunitin
particular.Upondeterminingthemainshortcomingswithinthedepartment,theultimate
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purposeoftheprojectwastoplanaprogramthataddressesthemuchneeded—butsofar
neglected—areasofstudent-athletedevelopment.Inthisprojectreport,Ireviewthe
organizationalcultureofSanJoséStateUniversity’sAthleticsdepartmentandtheStudent-
AthleteSuccessServicesunit,andofferaplanforimplementingapeermentorprogramasa
supplementaryserviceaidingtheoverallsuccessofSpartanstudent-athletes.
ScottGadwayAcademicCenter
SanJoséStateUniversityhasbeencompetingincollegiateathleticssince1890andtheschool
currentlysponsorssevenmen’sandthirteenwomen’svarsityteams.Onthemaincampus,the
EventCenterandtheSpartanComplexand,atsouthcampus,theCEFCUStadiumarehoststo
practiceandcompetitiontotheseNationalCollegiateAthleticAssociationsanctionedteams.In
2003,thethenpresidentoftheSpartanFoundation,StanGadwayandhiswife,Marilyn,gifted
theScottGadwayAcademicCenter(henceforthreferredtoasGadway)inhonoroftheirlate
son,Scott,toprovideaquietspaceforcollegiateSpartanathletestopursuetheiracademic
goals(SJSUSpartans2016a).
Student-AthleteSuccessServices(SASS)
Sinceitsunveiling,Gadwayhasbeenthecentrallocationforacademicsupportservices
managedbytheStudent-AthleteSuccessServicesunitthatoperatesundertheOfficeof
StudentandFacultySuccess(SFS).SFS(2016)definesitsframeworkforstudentsuccessas
providing“arichanddiverselearningenvironmenttoengagestudentsnotonlyinmastering
coresubjectareasbutalsoindevelopingandrefiningtheircompetenciesincreativity,critical
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thinking,problemsolvingquantitativeliteracy,informationliteracy,communicationand
collaboration.”LedbytheSeniorAssociateAthleticsDirector,theSASSfull-timestaffincludes
threeacademicadvisors,twolearningspecialists,oneacademiceligibilitycoordinatorandan
academicsupportcoordinatorattheserviceofallcurrentlyenrolledstudent-athletes.SASS
focusesonaidingstudent-athletesinpursuingacademicsuccessandpersonalaccountability.
Academicservicesofferedtostudent-athletesincludeacademicadvising,andlearning
assistancebyspecialistsandagroupofpeertutors.
SASSPeerMentoringServices
Thelackofalong-termdesignatedprogramconductorhasacceleratedthedecentralizationof
boththetutoringandthementoringprogram,leavingtheStudent-AthleteSuccessServices
withamentoringservicethatoperatesoninaccurateandinappropriateguidelines.Ontheright
hand,duetoalackofconsensusregardingthegoalsofpeermentoringandtheStudent-Athlete
SuccessServicestemporarilyomittedmentoringfromacademicservices.Ontheotherhand,
student-athletes’pastexperiencesofinconsistentandunsupervisedmentoringhavemade
manycoacheshesitanttorequestmentoringfortheirincomingand/or‘at-risk’athletes.In
addition,somecoachesandmanyathleteswerenotawareaboutSASSofferingmentoringto
student-athletes,andthusdidnottakeadvantageofit.Theformerlyinaccuraterepresentation
ofmentoringhasgeneratedagenerallyreluctantattitudetowardstheserviceamongstudent-
athletes,whonowoftenperceivebeingassignedtomeetwithamentorasaformof
punishment.
5
Although,inthepastyears,peermentoringhasnotbeencoordinatedinamannerthat
livesuptothestandardsofSpartanAthletics,theneedforitisbeyonddispute(CoshandTully
2014;CoshandTully2015).Theuniquestressorsthatcollegiatestudent-athletesfaceoften
compromisetheiracademicsandwell-being.Thus,itisimperativefortheacademicsupport
stafftoprovideeffectiveservicesthataddressstudent-athletes’needsaccordingly(Cardoline
et.al2001;CoshandTully2015).Sharingthevisionofherpredecessor,Ms.Bethelwhocalled
fortheprimaryassessmentandrevivingofpeermentoringservicesatSJSUAthletics,Lena
Fountain,thecurrentseniorassociateathleticsdirectorforacademicsandstudentservices,has
beenhighlysupportiveofthisresearch.Shebelievedinmyresearchproject’spotentialto
assessSJSUAthleticsandtheSASSunit,toprovideguidanceforcollectiveactionand,
ultimately,toaidtheconstructionofanewpeermentoringprogram,whichwilloffereffective
helptostudent-athletesinneed.
Ideliveredapresentation(AppendixA)discussingthefinalsummaryofmyresearch,my
findingsandrecommendationstotheStudent-AthleteSuccessServicesstaffduringastaff
meetingDecember16th,2016.
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II. DevelopingtheProjectFocus
TheoriginalplanformyprojectconsistedofacomparativestudyofmentoringpracticesatSan
JoséStateUniversity.Mygoalwastogainbetterunderstandingofcrossculturalmentoring
practices(i.e.:whenmentorandmenteecomefromdifferentbackgrounds)andintracultural
mentoringpractices(i.e.:whenmentorandmenteeshareabackground),andassesswhichone
mightprovidethemosteffectivesupporttostudentsondiversecollegecampuses.This
researchconceptwasbasedontheissuethatwhilethestudentbodyisconstantlydiversifying,
thehighschoolandcollegefacultiesandstaffhavefailedtomirrorthisdrift(Boser2011),
furtheraddingtothedisproportionaterepresentationofstudentsofcolorintheeducational
workforce(Levinson2005).
Inadditiontotheproblemofdisproportionaterepresentationofthepopulation’s
multiculturalmakeup,ineducation,on-campusstaffandfacultyareoftenunpreparedto
adequatelyaddresspotentialissuesderivingfromdiversity,tonavigateconversationson
multiculturalism,andtonurturestudentsuccessbeyondtheclassroom(Barker2007).
Shortcomingsineducators’trainingregardingculturalpreparedness,thus,furthercontributeto
theopportunityandachievementgaps,potentiallyreinforcingsocialstratification.Therefore,
theoriginalprojectwasintendedtoprovidedataonwhichaspectsofmentorshippracticesare
mosteffectiveforstudentmentees’academic,personal,andsocialwell-being,andtousethe
resultstobuildaprogramincorporatingtheseaspectsintostudentsuccessservices.
Basedonmypreliminaryobservation,IlearnedthatSanJoséState’sEducational
OpportunityProgram(EOP)offeredmentoringinwhichthementorsandthementeeswere
pairedupbasedonsharedinterestandbackground,whiletheAthleticsDepartmentoffered
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mentoringwithrandomlyselectedmentors.Therefore,Isetouttocomparethetwoprograms,
consideringtheEOP’sprogramtobethebaseforintracultural(Mata-Benito2013)mentoring,
whilelookingatAthletics’programasacross-culturalmentoringpractice(Collinsetal.1997).
However,myoriginalprojectplanquicklychanged,fortheprogramsIsetouttostudy
werenotcomparablethewayIhadpreviouslyintended.First,asIwasconsideringthe
program,potentialconnections,andkeyparticipantsatEOP,Iencounteredamuchtoofamiliar
obstacleinsocialscienceresearch,inwhichmyaccesswassolimitedthatitpracticallydisabled
anynoteworthyimpactonthestudiedcommunity(Schensul1973).Whiletheleadershipofthe
EducationalOpportunityProgramwaswillingtoletmeconductacademicresearchandlimited
observationwithintheirquarters,theywerenotopentoadvocacyanthropologynordidthey
wantanevaluationoftheirprogram.DuringapersonalinterviewJose(2016April),the
TransitionsProgramsSupportCoordinator,sharedthatEOPleadersconductself-assessmentat
theendofeachsemesterandregroupaccordingly—thispracticehasworkedforthemfor
years,andthustheyfeltthattherewasnoneedformetoconductanyadditionalevaluation.
However,Ididgetsomevaluableinsightabouthowtheirmentoringprogramisconductedby
interviewingJose(2016April)andsomestudentsparticipatingintheEOPNewStudentMentor
Program.Second,althoughtheAcademicdepartmentstaffwasmuchmorewelcoming—eager
even—tohavemeconductanassessment,upontakingacloserlookatthesupposed
mentoringprogram,IconcludedthattherewasnosetprograminprogressthatIcouldstudy.
WhileAthleticsoffered“mentoring”throughadesignatedinternmajoringinSocialWork,she
wasnottrainednorsupervised,andtheofferedservicehardlypassedasasetmentorprogram.
8
WiththeintentiontoredirectmyresearchfocusexclusivelytoSanJoséStateAthletics,I
sharedmyprimaryobservationswithMs.Bethel,thethenSeniorAssociateAthleticsDirector
forAcademicsandStudentServices,whowelcomedinput(Personalinterview,October2015).
Ms.Bethelcalledforamorein-depthstudyoftheStudent-AthleteSuccessServicesprogramat
Athletics,withthegoalofestablishingastructuredpeer-mentorprogramthatwouldattendto
student-athletes’needtosucceedinandoutoftheclassroom.
AsaformerSJSUstudent-athlete,playingontheSpartanswaterpoloteamfrom2010-
1015,IhadextensiveexperiencewiththeAthleticsdepartment.However,thisexperiencewas
limitedtothatofastudent-athlete,andexcludedinsightandunderstandingregarding
operationsonanyotherlevels(e.g.:SASSstaff,Administration,coachingstaff,etc.)ofthe
department.DuringtheyearsIplayeditwasclearthattheAthleticdepartmentisdetermined
tohelpitsstudentsinmanyways,aswellasthefactthatdespiteoperatingwithaspirited,
willinganddedicatedstaffonalllevels,thereareseveralareasofstudent-developmentwhich
werenotproperlyaddressedbyanyspecificserviceatSpartanAthletics.Thesesidelined
domainsincludedbuildingpersonalconnectionsbeyondathletics,professionaldevelopment,
andmentalhealthcare.Tutoringwasmandatoryforstudentsinremedialclassesandavailable
forothersinneed,yettherewasnotmuchacademicassistancethatwouldgobeyondhelping
withhomeworkandfocusonoverallusefullearningandstudyhabits.Toconclude,mypast
experienceasastudent-athleteregardingtheStudent-AthleteSuccessServicesatGadway,I
foundthatwhileacademicadvisorshelpedwithclassenrollmentandpeertutorshelpedwith
remedialhomework,therewasmuchroomforimprovementinservicesdealingwithsocial,
emotionalandprofessionaldevelopmentofstudent-athletes.Inspiredbymypastexperiences
9
asastudent-athlete,neverthelessawareofpotentialpersonalbiases,Isetouttolearnwhether
mypreviousobservationsofthelimitednatureofstudent-athletesupportservicesare
pertinentand,ifso,toestablishaservicethataidsaddressthesepotentialshortcomings.
Theprojectprovidesananthropologicalapproachtoestablishingapeermentoring
programasanintegralpartoftheStudent-AthleteSuccessServicesatSanJoséStateUniversity
byFall2017,basedonthediagnosisoftheexistingorganizationalstructureandpracticesatthe
Spartans’AthleticsDepartment.Theresearchtookplacefromthebeginningof2015Falluntil
theendof2016Fall,asIworkedalongsidethestaffofstudent-athletesuccessservicesasa
graduateassistantforAthletics.Takingonthepositionallowedmeaccesstoobserveall
academicsupportservicescurrentlyofferedatGadway,participateinacademicstaffandteam
meetings,attendworkshopsandconductinterviewswithstudent-athletes(i.e.:mentees)and
studentemployees(i.e.:peermentors).Upongatheringandanalyzingdata,Ihaveconstructed
apresentationfortheStudent-AthleteSuccessServicesstaffaddressingthelocatedissues
regardingtheacademicsupportservices,aswellasdeliveringrecommendationsregardingthe
implementationofthepeermentoringprogram.
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III. TheoreticalFramework
ThethreemaincollectivesoperatingwithinSpartanAthleticsthatIlookedaretheSASSunit,
providingacademicsupport;coaches,facilitatingathleticendeavors;andthestudent-athletes,
aspiringtonavigatetheirdualroles.LookingathowtheunitsoperatewithinGadway,Isetout
togetinsightaboutthebehaviorsandpracticesoftheacademicsupportstaff,suchastheir
methodstocooperatewithothergroupswithintheAthleticsdepartmentandtoassiststudent-
athletesintheirpursuitofacollegedegree.ExaminedconceptswithinthesemainSpartan
collectivesincludedcommunicationpatternsandsystemdynamics(Harrison2005).Myefforts
inconductinganin-depthanalysisoftheservicesprovidedatGadwayrequiredageneral
understandingofthecultureofathleticsingeneral,andespeciallythatofSanJoséState
Athletics.MyfieldworkrevealedhoworganizationalflawsintheSpartans’Athleticdepartment
trickledowntothelevelofstudent-athletes.Consequently,whilethefirstpartofmyresearch
dealswithorganizationalcultureandlearning,thesecondpartaimstoestablisha(peer
mentoring)programthatprovidesstudent-athleteswithservicesandresourcesthatpotentially
maximizetheircollegeexperience.
OrganizationalCulture:
Althoughcultureisabstractconcept,itsmechanismsandeffectsareobservableamongthe
peopleandtherulesthattheyfollow,withinthesystemsandorganizationstheybelongto.
“Cultureisbothadynamicphenomenonthatsurroundsusatalltimes,beingconstantly
enactedandcreatedbyourinteractionswithothersandshapedbyleadershipbehavior,anda
setofstructures,routines,rules,andnormsthatguideandconstrainbehavior”(Schein2004).
11
Accordingly,inordertogainsufficientunderstandingofagivenorganization,itsstructureand
members,itisimportanttounderstandhowrulesarecreated,enforcedandmanipulated
amongandbythepeopleinvolved.Schein(2004)claimsthatgroupleadersdeterminethecore
valuestobefollowedbythegroup,andiftheseprovetobesuccessful,thatwillultimately
definethekindofleadershipacceptablebygroupmembers.Atthesametime,ifvaluesand
assumptionssetbyaleaderdonothelpthegroupbesuccessful,theunitwillcallfornew
leadership,onethatcanassesstheshortagesandlimitationsoftheongoingprocessesand
renewthecultureoftheorganizationaccordingly(Schein2004).
WhilesomeorganizationalaspectsofSanJoséStateAthleticsareevident,suchasthe
hierarchicalstructureofthedepartmentanditsteams,theturnoversinmultipleleadership
positionshavemadeitdifficulttopindownthevaluesandassumptionssubgroupsare
expectedtofollow.Overtheperiodoftwoyears,from2015-16Fall,therehavebeenmany
changesintheAcademicdepartment,includingturnoverintherolesofAthleticDirector(2017
February),SeniorAssociateAthleticsDirectorforAcademics(2016May),AcademicSupport
Coordinator(2015Decemberand2016September),AcademicEligibilityCoordinator(2016
May),DirectorofCompliance(2016August),andamongthecoachingstaffofmultipleathletic
teams(e.g.:Football,Tennis,WaterPolo,andBaseball).Frequentchangesinleadership
positionshaveledtoaperpetuallychangingsystemofvalueswithinandamongthemultiple
unitsofthedepartment.Myresearchfocusedonhowchangesinleadershiprolesinthe
Student-AthleteSuccessServicesaffectthecultureoftheSASSstaff,theefficiencyofthe
servicesofferedbytheunit,and,ultimately,theirimpactonstudent-athletes’behaviorand
attitudetowardstheseservices.
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Inordertolocatewhereissuesderive,itwaspivotaltounderstandhowtheAthletics
departmentandtheSASSoperate.Inaddition,beyondconductinggeneralorganizational
research,Iwaskeenoninducingorganizationallearning(Davidson2005).Therefore,the
ultimategoalofmyprojectwasto,uponclearunderstandingoforganizationalprocessesand
shortcomings,offeradeliverable(i.e.:informofapresentation)thataddressesthese
shortcomingsandthusenablesthesuccessfulimplementationofapeermentoringprogram.
Whenlookingattheresearchdomain(i.e.:SJSUAthleticsandSASS),thealreadyexistent
mentoringservices—asscarceastheywere—indicatedtheneedforservicesthatprovide
student-athleteswithsupportandguidancebeyondwhattheygetfromtheircoachesand
advisors.
Student-Athletes’Challenges:
Beingbothstudentsandathletes,collegeathletesoftenstruggletobalancethemultipleroles
thattheyneedtotakeonandthevarietyofresponsibilitiesthatcomewitheach(Jayakumar
andComeaux2016;HeirdandSteinfeldt2013;Carodineetal.2001).Environmentalchallenges
includehavingtomeettheexpectationsofcoaches,withscholarshipsandplayingtimeatstake
(Putukian2015);therequirementssetbyprofessorsandtheNCAA,tomakesufficientprogress
towardstheirdegreewhilealsostayingeligible(NCAA2016;CoshandTully2015;Wolverton
2007;Carodineetal.2001);allwhilehavingtodealwiththeaddeddifficultyofnotbeingable
tofullyengageinthecollegeexperiencebeyondathletics(AdlerandAdler1985,1987).Heird
andSteinfeld(2013)claimthattheexceptionaldemandsthatstudent-athletesneedtomeet
anddisruptiveeventssuchasinjuries,caninducedestructivebehavioranddiminishathletes’
13
multidimensionalself-concept.Inthesetroublingcasesstudent-athletesseethemselvesmerely
asathletes,withoutconsideringthemselvesasstudentsorindependentindividuals.
Parham(1993)pinpointedsixmainchallengesthatstudent-athletesencounterduring
theircollegecareers:(a)balancingathleticandacademicefforts;(b)balancingsocialactivities
withtheisolationfromathleticpursuits;(c)balancingathleticsuccessorlackofsuccess;(d)
balancingone’sphysicalhealthandinjuries;(e)maintainingmeaningfulfamilial,socialand
professionalrelationships;and(f)dealingwiththeterminationofone’sathleticcareer.While
organizationalefforttoaidstudent-athletesisconstantlyemphasizedverbally,therealization
ofsuchsupportoftenleavesmuchtobedesired(JayakumarandComeaux2016).
Studiesshowthatinstitutionsparticipatingincollegiateathleticsoftenmakemore
efforttocoverupthelackofsufficientsupportfortheathletes’academicsuccessthantheydo
toactuallyaidtheathletesinsucceeding.Infact,theorganizationalstructureandfocusof
collegestendtoaddtothedifficultythatathletesmayexperience,byreinforcingpracticesthat
focusonathleticsintheexpenseofacademics(JayakumarandComeaux2016).Suchpractices
compromisestudents’chancesforacquiringqualityeducation,requirethemtomaneuver
classes,andevenforgocertainmajorsthatmightposepotentialconflictswiththestrictathletic
schedule(Putukian2015;Wolverton2007).
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PeerMentoringFramework:
Althoughelitecollegiateathleticsmaytakeatollonthestudent-athletes’physical,mentaland
sociallives,participatingincollegesportscanalsoplayakeyroleinenhancingtheiroverall
well-beingandteachthemskillsonwhichtheycancapitalizeintheirprofessionallives(Heird
andSteinfeldt2013;MillerandKerr2002).Withadequatesupportandguidance,student-
athletescanlearntonavigatetheirrolesandturntheirchallengesintoadvantages.Awidely
knownmottooftheNCAAstatesthat"Thereareover400,000student-athletes,andmostof
[them]willgoproinsomethingotherthansports."Whileoftenthereisstilladisproportionate
focusonathleticperformanceoveracademicandprofessionaldevelopment,studentsuccess
servicesatuniversitiesstrivetoassiststudentsintheirendeavorstosucceedinandoutsideof
theclassroom.Mentoringserviceshaveshowntoaidstudent-athletesnotonlyintheirathletic,
butalsointheiracademicandsocialendeavors,makingthemmoresatisfiedandpreparedfor
lifeaftercollege(HoffmannandLoughead2016).Whilestaffoftenadvisestudent-athletesto
makesuretheydowellinschool,theserelationshipsdonotnecessarilyincludementoring.An
essentialdifferencebetweenthetwoisthatadvisingmostlyfocusesoncoursesanduniversity
policies,whilementoringallowsthestudenttofeelcomfortablediscussingtheirgoals,
interests,andconcerns.
Mentoringoffersmenteesguidanceandsupportthroughatrustingrelationship.Peer
mentorshavetheopportunity–andpotentially,theresponsibility–tomediatebetweenthe
athleticstaffandplayersand“transfer”insightbetweenthetwogroups.Playersoftenreport
feelingpressureandalackofsupportfromtheircoaches,especiallyinthecaseofrecent
injuriesthatcompensatedtheirabilitytoparticipateintheirsport(CoshandTully2015;
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Putukian2015).Inaddition,whilemanyathletesmightconveydoubtintheacademicstaff’s
abilitytounderstandtheirposition,theyarelikelytoconnectwithandrelatetopeermentors
morethanfull-timestaffmembers.Student-athleteswhoparticipatedinpeer-mentoringalso
expressedanincreasedlevelofsatisfaction,personaldedication,andsocialinvolvement
(HoffmannandLoughead2016).
Beingconnectedoncampusplaysagreatroleinnurturingstudent-athletes’
commitmenttotheirresponsibilities(Carodineetal.2001).Sincepersonalisolationcauses
student-athletestoperformpoorlybothonthefieldandintheclassroom,developingsocial
skillsandencouragingthestudent-athletes’connectednessarekeyfociofmentoringsessions.
Peer-mentoringcanhelpmenteesbuildrelationshipsoutsideoftheirsportsteamsby
encouragingthemtoreachoutandengageinon-campusactivitiesandevents.Mentoringcan
includeactivitiesduringsessionsthatconcentrateondevelopingthestudent-athletes’
interpersonalskills,sotheycancapitalizeonsocialsituationsandbuildmeaningfulconnections.
Sincethestrainsofathleticshavethetendencytocausesocialisolationamongtheparticipants
(Heird,Steinfeldt2013;Parham1993),learningtoformandmaintainconnectionsbeyondtheir
athleticteamsareessentialforathletesintheirquesttoacquireamorecomprehensivecollege
experience.
ThementoringprogramattheStudent-AthleteSuccessServicesissetouttoprovide
peer-mentoringservicesthatcorrespondwithHowieandBagnall’s(2013)interpretationsofthe
TransformationalLearningTheoryasametaphor,andtargetstudent-athletes’mainchallenges
(Parham1993).IntheirinterpretationofMezirow’sTransformationalLearningTheory,Howie
andBagnall(2013)claimthatTLTdoesnotworkasaconceptasmuchasitdoesasaconceptual
16
metaphor.Extendingthisapproachtothementoringprogram,Isuggestthatpeermentoring
shouldserveasatransformativelearningexperienceforstudent-athletes,throughwhichthey
gettoreflectonandreevaluatetheirperceptionsofthemselvesandtheirenvironment.This
allowsathletestoreconsidertheiropportunitiesandlimitationsasstudent-athletes,and
exploretheiridentitiesbeyondthatofanathlete(HeirdandSteinfeld2013;Loseke2013).By
pairingupfreshmenandtransferstudent-athleteswithapeermentor,theyarepresentedwith
anewapproachtocollegeandthusencouragedtoshifttheir“framesofreference”bycritically
reflectingontheirpriorexperiencesandimpressions.Furthermore,peermentoringcanoffer
notonlyananalytical,butalsoapracticallearningprocessthatenhancesstudent-athletes’
learningandself-development,andencouragestodiscovertheresourcesavailabletothem.
17
IV. Methodology Althoughmyoriginalplantoconductcomparativestudywouldhavelimitedmetoconducting
mostlytheoreticalwork,Iwasdeterminedtotakeadvantageofmytrainingandconductmy
researchinawaythatitlivesuptoanthropology'spotentialasapracticalendeavor(Kedia,van
Willigen2005).RecognizingtheneedfororganizationalassessmentatGadway,butlackingthe
resourcestoputthewheelsinmotion,theformerseniorassociatedirectorforSJSUAthletics
assistedforrapidanthropologicalassessmentatSJSUAthletics.Thegoaloftheresearchwasto
assesstheorganizationaldynamicsamongtheacademicsupportstaff,thecoaches,andthe
student-athletesinordertomaximizestudent-athletes’useofGadwayandon-campus
resources.
Theopensystems(OS)modelconsidersorganizationsasopenarenasinwhichdivisions
interactwithandimpacteachother(Harrison2005).Thisapproachallowsforthecomplex
diagnosisofanorganizationbyassessingthekeyaspectsthattheunitsobtainfromand
contributetotheirenvironment,aswellasthe(behavioral)processesconductingthesystem
dynamicswithintheunits.Usingtheopensystemsapproach(Harrison2005)togetabetter
understandingonhowgroupsoperatewithintheSJSUAthleticsdepartment,Ifocusedonthe
endeavorsoftheStudent-AthleteSuccessServicesunit,andlookedathowthiscollective
operateswithinitself,withinthedepartment,andwiththestudent-athleteswhomitserves.I
conductedparticipatoryactionresearchtodeterminetheresourcesandhowtheyareallocated
byandamongtheathleticsstaffandthestudent-athletes,andtotroubleshootshortcomingsof
currentservicesofferedtotheathletes.
18
Ledbythemainnotionofadvocacyanthropology,Iconductedtheresearchwiththe
goaltonotonlyprovidetheSJSUAthleticsstaffwithempiricaldata,butalsotopartakein
decisionmakingandtheimplementationoftheprogram(KediaandvanWilligen2005).
Accordingly,whilemyinitialeffortsweremerelytogetabetterunderstandingoftheprocesses
andservicesofSJSUAthleticsandtheSASSunit,assoonasIacceptedthechallengeof
establishinggroundsforamentoringprogram,Iwentbeyondtheroleoftheobserver.Isetout
togatherinformationabouttheresearchareaandassesswhatkindofprogramwouldfitinto
thecultureofSpartanAthletics.
FollowingSchensul’sguidelines,asdiscussedbyvanWilligen(1993),Ifirstproceededto
presenttheStudent-AthleteSuccessServicesleadershipstaffwithinformationaboutthe
cultureandongoingprocesseswithinGadway,basedonresearchconductedamongthe
department’sstaffandthestudent-athletes.Second,Icollaboratedwiththestaffandthe
student-athletesforfurtherresearchtoestablishcleargoalsandafeasibleimplementation
planforapotentialpeermentoringprogram.
Whilethistaskallowedmetoutilizemytrainingasanappliedanthropologist,italso
upheldtheriskofdiminishingtheoutsider’sobjectivity.AccordingtoBourdieu,“Thosewho
havethegoodfortunetobeabletodevotetheirlivestothestudyofthesocialworldcannot
standaside,neutralandindifferent,fromthestrugglesinwhichthefutureofthatworldisat
stake”(HillierandRooksby2005).Mindfulnottogettooinvolvedinthestudiedcommunity
(i.e.:theSpartanAthleticsstaffandstudent-athletes),Iaimedtoconducttheresearchinan
objectivemanner.Inaddition,mygoalregardingthepeermentoringprogramwastodeliver
suchdetailedfeedbackontheresearchandplanfortheprogramthatinformandempowerthe
19
Athleticsstaffsothattheycanimplementandmaintaintheprogramwithoutme.Thiswill
requireagreatinputfromtheAcademicSupportCoordinatorintermsofrecruiting,training
andsupervisingthementors;aswellasfromtherestoftheSASSgroupincommunicatingwith
coachesregardingthecriteriaforsigningupandinformingstudent-athletesaboutmentoring.
FormalinterviewswiththeEOPmentorcoordinator,peermentors,andmentees
allowedmetogainfirst-handinsightaboutworkingon-campuspeer-mentoringpractices.
Furthermore,myfieldworkincludedparticipatoryobservationofstaffmeetingsandStudyHall
hoursatGadway.Whilemypastasastudent-athleteprovidedmewithsomerudimentary
insight,themanychangesthathavetakenplaceatSJSUAthletics,especiallyregarding
academicsupportandstaff,havecalledforadeeperlookandunderstandingofthe
organizationaldynamicsthatplayoutatGadway.AtGadway,Iobtainedmorein-depth
informationabouttheprocessesfromsemi-structuredinterviewswithfulltimeSASSstaff
members,studentemployeesandstudent-athletes.Personalcommunicationandinformal
groupinterviewsprovidedfurtherfeedbackontheorganizationalprocessesofSpartan
AthleticsaswellasonformermentoringservicesofferedbytheStudent-AthleteSuccess
Services.Inaddition,informalpersonalcommunicationswiththedirectoroftheSJSULiving
LearningCenterandfacultymembersattheUniversity’sSocialWorkDepartmentestablished
on-campusconnectionsforpeermentorreinforcementaswellasspaceforfuturepeer
mentoringpractices.
Asofnow,theresponsibilitiesthatIhavetakenonduringthecourseofmyresearch
havenotbeencompletelytakenoverbytherespectiveSASSmembers.However,itismy
currentendeavortograduallytakemyselfoutoftheorganizationalmechanismsinawaythat
20
willnotaffectthesuccessfulimplementationprocessofthepeermentoringprogram.Post-
projectendeavorsinvolveaidingthecurrentacademicsupportcoordinatorinplanningthe
trainingforpeermentors,andpreparinganinstrumenttocollectfeedbackfromfuture
participantsofthepeer-mentoringprogramforsucceedingreassessmentoftheservice.
21
V. Fieldwork
StudyingSJSUAthleticsthroughtheOSapproach(Harrison2005),Ilearnedhowtheacademic
staff(i.e.:SASS),coaches,studentemployeesandstudent-athletesoperatewithinandacross
theirgroups.TheconnectionbetweentheSpartans’academicandathleticstaffis
representativeofthestudent-athletes’dualrole,andfindingthebalancebetweenthetwois
essentialtoreachsuccess.WhileGadwayisanacademiccenter,evenherethecultureand
valuesaredominatedbythatofathletics.BoththeSASSandthecoachingstaff’sconcern
regardingthestudent-athletes’academicperformanceisprimarilydominatedbytheirefforts
tomakeandkeeptheirstudentseligibletocompeteintheirsports.
TheSASSstaffhavebeensupportiveandopenthroughoutmyresearch,andprovedto
becommittedtoaddresscurrentflawsintheAthleticscommunityaswellastofollowthrough
withtheimplementationofthepeermentoringprogram.Asitisthecasewithanyendeavors
underparticipatoryactionresearch,thestudiedcommunity’sauthenticcommitmentiscrucial
tothesuccessoftheimplementedprogram.TheSASSunitdeliveredthisdevotion,yet,since
thegroupismerelyasubdivisionofthewholeorganizationofSanJoséStateAthletics,the
attitudeofotherunitsneedstobeconsideredaswell.Accordingly,intermsofsecuringthe
resourcesthatwouldenablethenecessaryactionsandfollowthrough,alotcomesdowntothe
secondarystakeholders,suchastheAthleticsAdministrationandDevelopmentstaff.These
unitsdisseminatetheAthleticsresourcesheavilyinfavorofsportsinitiatives,asopposedto
thatofacademicormentoringendeavors,leavingtheacademicsupportunitunderstaffed,
overworkedand,inmanycases,inefficient.
22
LimitedStudent-AthleteSupportServices
Basedoninformationgatheredfromstaffmeetingsandpersonaldiscussionswithfull-time
SASSemployees,theunitrecognizestheneedforaidingstudent-athletesintheirendeavors
beyondathleticsandacademics(e.g.:mental,socialandemotionalwell-being),butupuntil
recentlytherewasnolong-termdesignatedleadershiptoputsuchaserviceinplace.Even
thoughtheSASShaveofferedsomeservicestargetingavarietyoftopicsthatcouldaidstudent-
athletesintheiroverallwell-beingandsuccess,theseserviceswereoftenunusedbythe
students.
Furthermore,whilethestudent-athletebodyisapluralisticcommunity,theoffered
resourcesandpracticesoftenfailtocorrespondwiththisdiversityandtoaddressthedifferent
needsthatitbrings.Forexample,whileallincomingstudent-athleteshavetoadaptchallenges
offacinganewschool,team,coaches,andhousing,inadditiontotheseaspectsofthe
experience,internationalstudent-athletesalsodealwithpotentialcultureshockandlanguage
barriers.AlthoughthehighwithdrawalrateofinternationalathletesisarecurringtopicatSASS
staffmeetings,atthispoint,thereisnoprograminplacethatwouldaddresscultural
differencesandawarenessamongathletesandcoaches.Mandy,oneoftheSASSlearning
specialists,animmigrantherself,hasrepeatedlypointedoutthehighwithdrawalrateof
internationalathletesandexpressedtheneedtobetteraccommodatethem,stillnoactionhas
beentakentomaketheseideasintoreality.Eventhoughtherestoftheunitsharesthe
concerns,andunderstandstheneedforbettercourseofactionindealingwiththeseathletes,
atthispointthereisnobodythatwouldhavethetimeortheresourcestotakechargeinthis
matter.
23
Likeinternationalathletes,student-athletescomingfromlowsocio-economic
backgroundscouldalsobenefitfrommoretargeteddiscourse,intheformofworkshops,for
example.SASSemployersrecognizethatwhilescholarshipsenableeconomicallychallenged
athletestoattendcollege,evenfull-ridescholarshipsrequirestudentstobeabletomanage
theirmoneywellinordertoavoidfinancialstress.Oftenlackingexperienceinbudgeting,many
at-riskstudent-athletesfacechallengeswhentryingtoallocatetheirscholarship.SASStriedto
addressthisrecurringissuebysigningupincomingstudent-athletes,whoarrivetoSJSUover
theSummer,toenrollinBusiness12,anonlineclassaboutmanagingmoneyandresources.
Unfortunately,however,thenumberofthestudentswhoareallowedtoparticipateinSummer
classesislimited.Inaddition,dependingontheirsport,somestudent-athleteshavemore
accesstoSummerenrollmentthanothers,forSummerclassesareprimarilyopenforteams
whosepre-seasonperiodisSummer(teamswhoseseasonstartsintheWinterorintheSpring
arelesslikelytobeoncampusoverSummer).Furthermore,whileBusiness12wassupposedto
addressstudents’shortcomingsintheirmoneymanagementskills,theclassdidnotmeetthe
expectationsofthestaffandcoaches,duetothewayitwasorganized,andsotheyrequested
SASStoenrollstudentsinadifferentSummerclassinthefuture.Therefore,possible
shortcomingsinfinancialliteracyisyetagainunaddressedamongstudent-athletes.
Althoughtherearehundredsofstudentclubs,servicesandeventsofferedoncampus
thattargetthemultitudeofdifferentgroupsandtheirspecificneeds,duetotheirdemanding
scheduleandobligations,student-athletesareoftennotawareoftheseservices,nordothey
havefreetimetodiscoverthemontheirown.Ontheotherhand,theservicesthatSASSoffers
atGadwayfortheconvenienceoftheseverystudents,oftenremainunutilized.
24
WorkshopsandservicesofferedbySASSpromisealotofvaluableknowledge,butmost
student-athletesdonottakeadvantageofthem.Duringherfourmonthswiththeprogram
Melinda,theformercoordinatorforacademicsupportservices,calledforacultureshiftthat
shouldchangestudents’andcoaches’attitudestowardstheservicesprovided.Whilethereare
somehigh-achievingstudents,whogototheworkshopsandtutoringsessions,notonly
becausetheyarerequiredbutbecausetheyseetheirbenefits,manywhomtheworkshops
targetdonotattendthem.Tomakethiscultureshifthappen,thefullAthleticsstaff—SASS
members,coaches,andadministration—shouldtakepartinputtingmoreemphasisonthe
resourcesthatstudent-athleteshavesofarfailedtoutilizetoagreaterextent.WhenIasked
heraboutthereasonswhystudent-athletesdonottakefulladvantageoftheiropportunities,
MelindaarguedthatthereisalackofeffectivecommunicationacrosstheunitsoftheAthletic
departmentaswellasfromthepartofstudent-athletes.Limitedcommunicationleadsto
disconnectandlackofunderstandingamongstaffandittricklesdowntothestudent-athletes
whooftensensethefaultintheorganizationandweaknesscausedbythelackofunityfrom
thedepartment.
DisconnectedUnits
Thesignificantdisconnectbothacrossandwithindepartmentunitsismostlyduetothelackof
centralizedorganizationalpractices.WhiletheSASSunitislocatedinthreeseparateplaces,the
overalldepartmentisspreadoutevenmorewidely.Coaches,administration,academics,
weighttrainingandathletictrainingareallseparateunitswithinthedepartment,andtheonly
majorcommonpointamongthemisthestudent-athletebodywhomtheyserve.Therefore,in
caseanytwoormoreoftheseunitsarenotonthesamepagewhenitcomestodealingwith
25
concernsregardingastudent-athleteorasportsteam,itistheathleteswhorecognizethisfault
first.Thus,disconnectamongtheunitswithinthedepartmentmakesstudent-athletesdistrust
thestaffandhaveareluctantattitudetowardstheservicesofferedtothem.
Student-AthleteSuccessServicesUnit
ThereareeightmembersintheSpartans’academicsupportcrewworkingwithoverfour
hundredandfiftystudent-athletes,takingcareofadmissions,eligibility,remediation,academic
progress,andanyadditionalrequirementnecessarytokeepstudent-athletesintheclassroom
andonthefield.Theeligibilitycoordinatorandtheacademicadvisorsareresponsiblefor
keepingtheathleteseligible(i.e.:enrolledinenoughcreditsandtherightclasseseach
semester),thelearningspecialistsspecifyinhelpingstudent-athleteswithspecificclassesand
assignments,theacademicsupportcoordinatorisresponsibleforrunningtheStudent-Athlete
AdvisoryCommittee(SAAC)andacademicsupportservices(e.g.:tutoringandmentoring)at
Gadway.Whilemostaspectsoftherolesandresponsibilitiesareclearlydividedamongstaff,in
somecasesthereisalackofconsensusonwhateachserviceshouldentailandwhose
responsibilityitistocoordinateit.
OneaspectthatmakesinformationflowwithintheSASSunitdifficultisthatthegroupis
spreadacrossthreelocations.Onelearningspecialistandanacademicadvisorarelocatedon
themainSJSUcampus,theseniorassociatedirectorandtheeligibilitycoordinatorareinthe
SimpkinsAthleticBuildingatSouthCampus,andtherestoftheacademicunitworksat
Gadway.Thelackofproximitycomplicatescommunicationwithintheunit,butstaffmeetings
couldservetoaddressongoingprocessesandconcernsinperson.
26
Whilemyaccessasaresearcherwaslimitedunderthepreviousseniorassociate
director,Ididgettositinintwostaffmeetingswhileshewasincharge.Theseconsistedofthe
directorsharinggeneralconcernsregardingstudent-athletes’admissionprocess,andtalking
aboutupcomingevents.WhilethewholeSASSstaffwasinthesemeetings,itwasmostlythe
directorwhotalked.
Underthemanagementoftheformerseniorathleticsdirectorthereweremoredivision
betweenrolesandlesscommunicationamongstaffmembers.Thissystemhelpedemployees
avoidoverlappingresponsibilities,butitalsoleftsomedutiesunclaimed.Sincetheunitis
understaffed,allemployeesmusttakecareofmorethanjustwhatcomeswiththeirassigned
roles.However,withoutopendiscussionsandtransparency,someunfulfilledpositionsleft
relatingresponsibilitiesunanswered.Forexample,attimeswhentheunitwaswithouta
studentsuccessservicescoordinator,thedutiesthatcamewiththispositionremained,but
werenotassignedtoacurrentemployee.Sincethefootballteam’slearningspecialistMs.
Black’sofficewaslocatedatGadwayandshewastheclosesttothecoaches’offices,the
coachingstaffregularlyapproachedherwithquestionsregardingremedialtutoring(Personal
Communication2016).Theserecurringquestionsfromthecoachingstaffaswellasthe
proximityofherofficetoStudyHallpromptedhertotakeoverthecoordinationoftutoringand
mentoring,atleastuntilthenextcoordinatorarrived.However,duetohermanyobligationsas
alearningspecialist,thetimeandeffortMs.Blackcouldsparetocoordinatetheservicesand
thestudentemployeeswerelimited.Despitehereffortstomaintainsomesysteminthe
academicservicesoffered,Ms.Blackdidnothavetimetosupervisethetutorsandmentors,let
alonetokeeptrackwiththeirsessionreportsandprovidefeedbacktothepeerworkers.
27
Therefore,thestudentemployeesworkingwiththemostvulnerablegroupofthestudent-
athleteswereunsupervised.
ChangeinSASSLeadership
Withnewleadershipthencameanewsystem.Therehadbeenmuchdisconnectamong
differentathleticsunitsaswellaswithinSASS,thusthenewseniorassociatedirector’sefforts
startedwithdamagecontrol.Ms.FountainjoinedtheSJSUAthleticsstaffinMay2016,andshe
wasmuchmorekeenonemployeesgivinginputabouttheirongoingendeavorsandpotential
concernsregardingtheirstudent-athletes,aswellasonconnectingwiththecoachingstaff.Ms.
FountainfacilitatedweeklySASSstaffmeetingsandencouragedopencommunicationamong
allmembersoftheSASS,whichbroughtthepromiseofmoreeffectivetroubleshootingwithin
theunit.Discussionsdealtwiththeadmissionprocesses,classenrolment,cooperationwith
professorsandcoaches,andconcernsregardingstudent-athletes.ShealsoinsistedthatI
participateintheweeklymeetingsandshareanyinformationandfeedbackfrommythen
ongoingresearch,thatcouldbeimmediatelyaddressed.Unlikeherpredecessor,Ms.Fountain
leadherunitbasedonthenotionoftransparencyandurgedimmediatecommunicationamong
groupmemberswithinSASS,aswellaswithotherathleticsunits.
Duringmeetings,theSASSstaffmembersspokeonebyone,sharedwhattheywere
workingonthatweekandwithwhichstudent-athletetheyweremostconcerned.Oncepeople
startedtohearmoreaboutwhattheothersintheunitweredoing,previouslyunclaimedtasks
cametolight.Withthemomentumbroughtonbythenewlyappointedseniorassociate
director,theunitwasmotivatedtodiscusssomepreviouslyneglectedendeavors,suchas
28
reassessingsomeat-riskathletesandhavingthemtestedforlearningdisabilitiesattheSJSU
AccessibleEducationCenter(AEC),andimprovingthecommunicationbetweenSASSandthe
coachingstaff.Unfortunately,whiletheopenanddynamicdiscussionsbenefitedmanyaspects
oftheSASSunit’swork,theyalsodivertedtheconversationfromimportantconcernsandtasks
attimes.Informationoverflowblurredthelinesbetweensomeroles,sinceonceSASSmembers
knewmoreaboutwhatwasgoingonwitheachofthestudent-athletes,oftenmorethanoneof
themsoughttoaddressthesameconcerns.Whileitspeaksforthecommitmentoftheunitthat
theyweresoactivelytryingtohelpstudent-athletes,thelackofclearrolesanddivided
responsibilitiesoftenbecamecounterproductive.Staffmeetingscoveredconcerns,but
frequentlylackeddiscussionsonthenecessarycourseofaction.
Whileconflictingorganizationalbehaviorhassofarfailedtoimprovethedisconnect
betweenSASSandotherunitsofAthletics,changeswithintheacademicsupportgroupandthe
effortstobringdifferentunitsontothesamepagehavebroughtthepromiseoftheculture
changenecessaryforthebettermentofthestudent-athleteexperienceatSJSU.TheSASSunit’s
tirelesseffortandpersistencetoservetheathletesisatestamenttotheirendlessdedication,
yeteventheycannotmakeupforallthelackingresourcesandlaborforce.Thearrivalsofthe
newseniorassociatedirector,thenewtheacademicsupportcoordinator,andmanynew
coaches,whorepresentamorerigorousworkstyle,allowforabrighteroutlookregardinga
potentialcultureshiftinSJSUAthletics.However,changeinleadershipisnotenough,inorder
topursueaholisticshiftinthedepartment,itisimportanttoalsoinducechangefromthe
bottomup.
29
SASSPeerMentoringServices
WhileSASSappearstolackefficiencyintheexecutionofsomeservices,eventheonesthat
wouldbeavailableforstudent-athletesatGadwayseemunderutilized,eitherbecausestudents
donotknowaboutthemorbecausetheydonotalwaysseethebenefitinattending.Atthe
sametime,manyofthestudentswhodonottakeadvantageoftheofferedresourcesarealso
markedtobe‘at-risk,’eitherduetotheirlowGPA,inconsistentacademicandathletic
performance,economicdifficulties,orotherconcerns.Therefore,Ibelievethereisaneedfor,
first,acultureshiftamongthewholedepartmentthatfosteramorepositiveandproactive
attitudetowardsthealreadyexistentprogramsandservices;second,aprogram,beyondgroup
workshops,thatofferspersonalizedguidanceandsupportforthoseinneed.While
organizationallearningandchangearenecessaryinordertosolvetheformer,peermentoring
cantargetthelatterissue.
TomeetNCAArequirementsinaidingstudent-athletesintheireffortstomeetthe
academicdemandsimposedonthem,SASShasbeenoffering“peermentoring”atGadway.
However,atthetimeofthestudy,theSASSstaffhadnotyetreachedconsensusonwhatthis
serviceshouldoffer,onthenecessaryrecruitingandtrainingprocessesofstudentmentors,and
onthefollow-upmethodsthatallowtokeeptrackofthesessionsandassessthecourseofthe
peermentoringservices.Inaddition,whenevertherewasahiatusintheacademicsupport
coordinatorposition,therewasnoclearagreementonwhichfull-timeemployee’s
responsibilityitshouldbetoplanandsupervisepeermentoringatGadway.Accordingly,the
peermentorswereworkingwithsomeofthemostvulnerablestudent-athleteswithoutmuch
guidanceorsupervision.
30
Fall2015
Atthebeginningofmyfieldwork,thenowformerseniorassociatedirectoratGadway,allowed
metoapproachanystudent-athletewhomightbewillingtoparticipateinmyresearch.Atthis
time,thegoalwastoassesstheexistingmentoringpracticesandtooffersuggestionstomakeit
better.However,issuessoonstartedtoarise,pointingtoalackoforganizationaswellasa
generallackofcommunicationandtransparencyamongSASSstaff,coaches,andstudent
employees.WhileIcouldtalktoanystudent-athleteandstudentworkingatGadway,atthis
pointIwasnotgrantedaccesstoSASSstaffmeetings,norwasIallowedtoapproachcoaches.
MyplanwastotalktostaffmembersatGadway,andthengetamorein-depth,bottom-up
inputfromstudent-athletesandpeermentorswhoparticipatedinmentoringservices.
WhileSASShasbeenoffering“mentoring”tostudent-athletesthroughpeeremployees,
itseemedtohasdonesowithoutawell-regulatedprograminplace.Moreover,insteadof
havingonedesignatedfull-timeemployeerunmentoring,thetasksofcoordinatingand
supervisingpeermentoringoftenfellonarandomstaffmembereachsemester.Thiswasdue
torecentyears’highturnoverrateamongstaff,specificallyinthestudentsuccesscoordinator
position,aswellasduetothelackofeffectivecommunicationregardingresponsibilitieswithin
theacademicsupportgroup.Regularchangesinpositionsandshiftsinroles(i.e.:
responsibilities)amongstaffcausedseveralhiatusesinthecoordinationofmentoring,including
thehiringandtrainingprocessesofstudentswhohadplannedtoworkatGadway.
Sincetherewasnolistofstudent-athletesparticipatinginmentoring,Iaskedthesenior
associatedirectorforthelistofpeermentorsworkingforAthletics.ShepointedmetoMs.
Black,thefootballteam’slearningspecialist,whosentmetoaskMelinda,theacademic
31
supportcoordinatoratthetime,whogavemealistwiththenameofsixstudentemployees.I
wasquitesurprisedtofindmyownnameonthelist,aswellastolearnthattwoofthelisted
studentsdidnotworkatGadway,whileoneotherwasworkingasamathtutor,notasapeer
mentor.However,thetwopeermentorswhowereinfactworkingwithstudent-athleteswere
forthcomingandwillingtogiveinputabouttheirexperiencesatGadway.
IntheFallof2015,fifthyearathletes(whohaveexhaustedtheirathleticeligibilitybut
hadnotgraduatedyet)werehiredtoworkforAthleticsinexchangeforthedepartment
coveringthecostoftheirclassesuntiltheygraduate.Thesestudentsworkedeitherwiththeir
previousteamasstudentassistants,oratGadwayasStudyHallmonitors,tutors,orpeer
mentors.Theysharedthatpriortothestartoftheirworktheywereinterviewedbyaformer
academicadvisorandworkedwithoutmuchguidanceorsupervision.Theminimaltrainingthat
theysaidtohavereceivedbeforethesemesterincludedabriefdescriptionofwhattheywere
expectedtodoineachposition.Studyhallmonitorshadtocheckstudentsinandout,and
makesurethatthestudyareaisquiet.Tutorsandmentorshadtomakesurestudentspass
theirclasses.Therewaslittledistinctionbetweenwhattocoverduringtutoringsessionsas
opposedtomentoringsessions,infact,theonlyinstructionmentorsgotwasregarding
academics:todograde-checkwiththestudentsandmakesuretheykeptupwiththeir
assignments.
Thereby,student-athletes,whoweresignedupbycoachesandacademicadvisorsto
receivesupportandguidancetodevelopinglifeskills,oftenendedupspendingtheirsessions
workingontheirhomework.Thestudentworkerswhowerehiredas“mentors”butultimately
endeduptutoringthestudent-athletes,expressedthataslongastheirstudentswerepassing
32
theirclasses,therewasnofurtherinputrequiredfromthemasmentors.Rebecca,aSocial
WorkstudentwhowascompletingherinternshipatGadwayfromFall2015toSpring2016,
explainedthatshewashiredafterafive-minutecasualinterviewwithanathleticadvisor
(Personalcommunication2016).AprerequisiteforRebecca’sinternshipwasforhertobe
supervisedbyafull-timeemployeewhoholdsadegreeinSocialWork.However,Jill,the
academicadvisorwhowasoriginallyupfortheroleofthesupervisor,gotrelocatedtothemain
campusamonthbeforeRebeccastarted.InRebecca’swords,shewas“withoutanyguidance,
justkindofthrownineverydirection.”SheclaimedthatwhiletheSASSstaffmemberswere
welcomingandsupportivetowardsher,theydidnotoffermuchguidanceintermsofwhatshe
wasexpectedtodo.Ms.BlackassignedRebeccasomestudent-athletesfortheFallandtoldher
tomentorthem.
Rebeccasaidthatatthebeginningshefeltabitlost,andwasnotsurewhetherwhatshe
wasdoingwasright,butthenshejustkeptatitand“heardnocomplaintsfromstudents.”At
thesametime,studentshadnoformalwayofexpressinganykindofopinionabouttheir
meetingswithRebecca,sinceMelindaleftbeforeconductinganyinstrumentthatwouldfollow-
upwithstudentsregardingtheservice.AfterMs.Blackgaveherthelistofthestudent-athletes
whohadbeenassignedtoher,Rebeccaemailedthemtosetupweeklyappointmentsand
startedherquesttomakesurethateachofthempassalltheirclasses.Sheexplainedthatmost
sessionslastedabout10-15minutesandincludedgradecheckandgeneralcheck-inregarding
thewell-beingofthestudent.Duringtheirsessions,mostofthestudent-athleteswere
reluctanttowardsmentoringandthoughtthatthefactthattheircoachesoradvisorssigned
themupmeantthattheyhadissues.Somedidnotshowupregularly,andafewonlycameto
33
showRebeccatheirgrades,thentheyleft.Withoutmuchdirectionoradvice,Rebeccadecided
totakepartinorganizingtheStudent-AthleteAdvisoryCommitteeandvolunteeredatthe
eventsitoffered,justsoshecouldfulfillherinternshiphours.
Spring2016
MelindaworkedatAthleticsastheacademicsupportcoordinatorfrom2015Decemberto2016
March.Shewasinchargeofrecruitingstudentemployees(i.e.:studyhallmonitors,tutorsand
mentors)toworkatGadwayduringtheSpringsemester(FormalInterview2016).Shereached
outbypostingthejobdescriptions(assembledbyaformeracademicadvisor)totheSJSU
Athleticswebsiteandpriortohiringthestudentsshemetwiththeminperson.Duringthese
meetings,sheexploredwhetherthestudentsapplyingtoworkatGadwayhadexperience
workingmultiplejobswhilealsomaintaininggoodacademicstanding.Shebelievedthatsince
thesepeeremployeeswouldbeworkingwithstudent-athletes,whoneedguidancein
managingademandingscheduleandthemanifoldresponsibilitiestheyhave,theyneededtobe
familiarwithandsuccessfulinthesesameeffortsaswell.Inaddition,sheaskedtheapplicants
todescribethekindofsupervisiontowhichtheyrespondbest,believingthattheiranswer
wouldalsoreflectthestyleofsupervisiontheywouldapplytostudent-athletes.Shealso
createdastandardhandbookthatsummarizedtheexpectationsposedtostudentemployees
workingatGadway;mostofitfocusedonuniversityandNCAApoliciesandadministration.
Outofallthenewhires,therewasonlyoneadditionalpeermentorwhojoined
Rebecca:Fred,whostartedworkingwithstudent-athletesfollowingthebriefinterviewmeeting
ledbyMelinda,inwhichtheydiscussedthejobdescription.Thisdescription,postedontheSan
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JoséStateAthleticswebsite(2016b)—anearlyword-by-wordcopyoftheTutoringjob
description—calledforpeermentorstoassiststudent-athletes’transitiontocollegeandaid
theiracademicendeavors,statingthat:
Dutiesincludemonitoringoftheacademicperformanceandachievementofstudent-athletes,communicatingtoSASSstaffandcoachesanyacademicabnormalitiesorproblemsencounteredbystudent-athletes,suggestingstudyskillsandtechniquestostudent-athletes,andpreparingregularreportsontheacademicstatus/progressofstudent-athletes(SJSUSpartans2016b).
Trackingbacktheoriginofthementoringjobdescription,IfoundthataformerSASSacademic
advisor,whoisnolongeratSJSU,createdthedocumentcallingfortutors,thenmerely
renameditandusedittobringinpeermentors.Unfortunately,however,thislackofdistinction
intheresponsibilitiesofthestudentemployeesledtoconfusionaboutthegoalofmentoring
amongstudent-athletes,peermentors,coaches,andtheacademicsupportstaff.Therefore,in
additiontothelackofclarityregardingwhoseresponsibilityitwastorunpeermentoring,now
theserviceitselfseemedtobecomeambiguous,aswell.
Duringourinterview,Melindasharedhermanyplansforclarifyingandbetteringboth
peermentoringandtutoring.Sheexpressedherdesiretoseeamoredevelopedmentormodel
inAthletics,basedon“training,dedicationandaccountability,”buildingoninputfromboththe
sidesofcoaches,student-athletesandmentors.However,shealreadyknewthatthesechanges
willbeuptowhoevertakesoverthepositionnext,sincejustabitoverfourmonthsaftershe
hadcometoSJSU,shewasnowleaving.
AsMelindaleftsoonafterthebeginningoftheSpringsemester,thestudentworkers—
includingRebeccaandFred—werenowonceagainwithoutmuchguidance.Fredhadcometo
workatAthleticsthinkingthattherewouldbeasetcurriculumtofollowthroughoutthe
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semesters,butafterhewashiredhehadnomorecontactwithanyofthefull-timeSASS
employees,letalonewithcoaches.Hewas“withouthelp,withoutsupervision,andwith
studentshalfofwhomhatedthefactthattheyhadbeensignedupformentoring.”Heclaimed
thatthereweretwopartstocollegiatesuccess:GPA-basedin-classacademics,andoutofclass
academicsmeasuredinreal-lifeskills.HoldingasecondjobasaResidentAdvisorinthedorms,
Fredwasactivelyinvolvedinon-campusactivitiesandcommunityservice,andassuch,he
developedakeeninsighttotheimportanceofnetworkingoncampus.Healsounderstoodthat
student-athletesdonotgetasmuchexposuretoon-campuseventsandresourcesasother
studentsmight,andhewantedtoeducatethemabouttheirresources.Inaddition,Fred
consideredmentoringtobeinstrumentalinhelpingstudent-athletessetgoalsandachieve
thembyguidingthemthroughtheirowndecision-makingprocesses.However,hesoonfound
thatmanyofthestudentsassignedtohimwantedlittleofthisguidance.
Fredclaimedthatalthoughnoneofthestudent-athletesvoicedtheirreluctance,hefelt
avibethatreflectedtheirunwillingnesstogetmentoring.Hesaid,“WithsomeofthemIcan
feelthattheyareashamedofhavingtomeetwithme,likementoringwasapunishment.
There’sdefinitelyastigmathatoftencomeswithit”(Formalinterview2016).Hefeltfrustrated
thatevenwhentherewereafewstudentswithwhomhemanagedtobuildaconnection,he
knewnobodyonthefull-timestaffwhomhecouldhavegivenfeedback,orwhocouldhave
helpedhimgetastudentextrahelp.FredwashiredbyMelinda,andsincesheleftbythe
middleoftheSpringsemester,andhehadnotbeenintroducedtotherestoftheSASSstaff,he
wasnotsurewhomtocommunicatetoabouthisstudent-athletes.Hedecidedtojustkeep
writingonlinereportsaboutthesessions,andhopedthatsomeonewouldreadthem.
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Fredaddedthatmotivatingthestudent-athleteswasthehardestpart,because,like
Rebeccapointeditoutaswell,mostofthestudents’attitudetowardsmentoringseemedto
reflecttheircoaches’lackofinteresttowardstheirengagementinnon-athleticactivities.
Furthermore,thestudent-athletesRebeccaandFredworkedwithshowedlittleinterestin
academics,andbothmentorsclaimedthatformanyoftheirstudents,athleticsseemedtobe
notonlythemainpriority,buttheonlypriority.Ultimately,thementorsessionsweremostly
reducedtograde-checksandoftensuperficialtalks,whiletheycoveredgoalsandsome
resourceswiththefewstudent-athleteswhowantedtotakeadvantageofthemeetings.The
semesterendedwithoutanyonegatheringanyfeedbackfrommentorsormentees,butwitha
hopefuloutlookfromSASSduetothenewleadershipcomingin.
Fall2016
NowledbyMs.Fountain,duringtheSummerof2016,SASShiredPamelafortheacademic
supportcoordinatorposition,expectinghertocoordinatetheprogram;however,dueto
administrativedifficultiesshecouldnotstartuntilOctober.Therefore,football’slearning
specialist,Ms.Blackvolunteeredagaintotakeonthetaskandsupervisethestudent
employees.SheutilizedthementorhandbookthatMelindausedpreviously,anddiscussedit
duringthepre-semestermeetingthatallstudentemployeesworkingatGadway(i.e.:studyhall
monitors,tutorsandmentors)hadtoattend.Whiletheexpectationswerestraightforward
regardingthestudyhallmonitors’job,therewasstillnoclearagreementontheresponsibilities
oftutorsandmentors—bothweretoldtojustmakesurethatthestudent-athletespasstheir
classes.Furthermore,sincethejobdescriptionfortutoringandpeermentoringwereessentially
37
thesamedocument,therewasstillnomajordistinctionbetweentutoringandmentoring
practices.
Inaddition,thereappearedtobenosetcriteriabasedonwhichstudent-athleteswere
assignedtomentoring,norageneralagreementonwhoshouldassignthestudents.For
example,Flora,avolleyballplayerfoundoutthathercoachsignedherupwhenshegotan
emailfromRebeccatosetupaweeklyappointmenttomeet;butsheneverfoundoutwhyshe
gotassignedformentoring(Formalinterview2016).Anothermentee,Michael,reportedthat
hiscoachesrequiredallthefreshmenintheteamtoparticipateinpeermentoring,although
notallplayersfollowedthroughwiththerequest(Formalinterview2016).Consideringthe
much-limitedresourcesandthegenerallylownumberofpeermentors,SASScouldbenefit
fromcommunicatingwithcoachesandagreeonthecriteriathatdecideswhichstudentstosign
upformentoring.Thisway,whiletheresourcesarestilllimited,theservicecouldbeprovided
forthosewhomostneedit.Forthis,however,theSASSandthecoaches’inputisnecessaryto
getonthesamepageregardingsupportservices,suchasmentoring,andthecourseofaction
regardingthedisseminationofresourcesamongstudent-athletes.
GradesFirst
Anothershortcomingoftheofferedmentoringserviceseemedtobethateventhough
administrationwasoneofthefewrequirementsthatmentorshadtomeet,theacademicstaff
andthecoachesrarelykeptupwiththereportsthatpeermentorswroteonGradesFirst,the
onlinemonitoringsystemfortrackingstudentperformance.SJSUAthleticshasitsownbranch
withintheschool’sGradesFirstdomain,anditisaccessibleforeverycoachandathleticsstaff
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member.Unfortunately,onlyacoupleofcoachesuseittokeeptrackwiththereportsabout
theirathletes,becausewhilesomemightnotbeconcernedwithsuchreports,somedonot
knowaboutGradesFirstatall.Inaddition,eventhoughGradesFirstisthemostwidely-used
web-basedsystemoncampusthatisusedtomonitorstudentperformanceatSJSU,afew
teamsdecidedtogowithadifferentsystemcalledTeamWorks.
Bringinginnewpracticesisnotuncommonamongnewcoachingstaff,whooften
implementtheirownsystemsthatprovedtobesuccessfulintheirpreviousworkplaceinstead
ofadoptingtheonesusedatSanJoséState.Nevertheless,somecoaches’apparentreluctance
toadoptGradesFirstkeepsthemoutofanycorrespondencethatgoesthroughthesystem(e.g.:
scheduledappointments,tutorandmentorreports,academicadvisorandlearningspecialist
notes,progressreportsetc.),whileitalsocreatesadditionalworkfortheacademicsupport
staff.Currently,theonlywaytotransferscheduledappointmentsfromGradesFirstto
TeamWorksisbydeletingtheoriginalappointmentfromGradesFirst.Thismeansthat
wheneveraSASSmemberwantstoscheduleanappointmentforastudent-athlete,ifhisorher
coachusesTeamWorksinsteadofGradesFirst,themeetingneedstobescheduledtwice—once
ineachsystem.
Furthermore,manytimesschedulingappointmentsandsettingupremindersthrough
GradesFirstmakelittlesenseconsideringthatmanystudent-athletesadmittedlydonotcheck
theiremails.Duringinformalinterviewswithstudent-athletesparticipatingintutoringduring
the2016Springsemester,lessthanhalfofthestudentsasked(18outof45)reportedthatthey
checktheiremailsregularly,andevenasmalleramount(9outof45)saidthattheykeptup
withreminderemailsthattheygetthroughGradesFirst.Whilethereisnotmuchharmin
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studentsignoringreminderemails(besidesstaffmemberswastingtimewithsettinguponline
remindersinvain),thereismoreharmincoachesandtheacademicstaffignoringthetutorand
mentorreportswrittenabouttheirstudent-athletes.Sincementoringshouldconcernthemost
vulnerablestudent-athletes,itshouldbeimportantforfull-timestafftokeepupwiththepeer
mentors’reports,togetamorein-depthpictureofeachathlete’soverallprogress.An
additionallimitation,onethatoftheGradesFirstsystem,isthatthesitedoesnothavea
designatedsectionformentorreports,thereforethepeermentors’write-upswereeither
under‘Notes,’or‘TutorReports.’Thisway,evenwhencoachesortheacademicstafftriesto
followthereports,theymightfacedifficultylocatingthose.
Coaches’Involvement:
Coaches’involvementinstudents’engagementbeyondathleticsshowedtoplayakeyroleboth
intheworkingrelationsbetweenSASSandthecoachingstaff,andinthestudent-athletes’
attitudetowardsutilizingGadwayresourcesandservices.Peermentorsnotedthatitshowson
thementees’attitudes,whethertheircoachcaresfortheirperformancebeyondathleticsor
not.Rebecca,apeermentorformultiplecross-countryathletesstatedthattheywouldnotdare
belate,letalonetonotshowupatall,becausethentheywouldhavetofacepenaltyworkout
besidestheirregularpracticetime.Thefootballcoachesalsoappliedpenaltypractices,while
theswimcoachforbidhisswimmersfromgettingintothewateriftheyfailedtoshowuptoa
mandatoryappointment.Peermentorsreportedthatstudent-athleteswhohadstricter
coachesweremorelikelytoengageinpersonalconversations,since“theyhadtobethere
anyways,mightaswellmakethemostofit”(FredandRebeccapersonalcommunication2016).
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Moreengagedcoachesseemtoleadtomoreengagedstudent-athletes,whocouldthuslearn
andbenefitfromtheresourcesaroundthemmorethanthosewhosecoachdonotinvestin
theirlivesbeyondathletics.
Besidesthepeermentors,theSASSstaffmembersalsoexpressedthatthecoaches’
attitudesplayedamajorroleinthewaystudent-athleteswiththeathleticstaffand,ultimately,
intheiracademicperformance.Theacademicadvisorsagreedthatcoacheswhowereinvested
intheirathletes’performancebeyondathleticsweregenerallymorecooperative.Furthermore,
theyclaimedthatcoaches’willingnesstoholdtheirathletesaccountablefortheiracademic
responsibilitiesreflectedpositivelyintheoverallperformanceofthestudent-athletes.
ThroughtheEyesoftheStudent-Athletes:
Onmultipleoccasions,Iobservedthattheathleticsstaff,includingbothacademicadvisorsand
coaches,approachindividualstudent-athletesbasedongeneralizationsthatareassignedto
theirsportorposition.Whiletheseincludedbothpositiveandnegativepresumptions,inboth
casesstudentsseemedtoperceiveitinanegativeway.Forexample,femaleathletes,
specificallytennisplayersandgymnastsweregenerallyheldtohighacademicstandards,which
oftenleadtheseathletestoexperienceanxietyandpressuretodowell(Staffmeeting,2016).
Duringaninformalpersonalinterview(2016October)thattoucheduponstressors,agymnast
explained:“Iknowthata‘B’gradeisgoodingeneral,butmycoachmadeitclearthatifIcando
better,Imustdobetter.Hesayswedon’tonlyworkforourselves,butalwaysfortheteam
too.”Environmentalexpectationsputsignificantstrainsonstudent-athletes,whooftenshowed
signsofreification.Elaboratingonthelabelingtheory,theconceptofreificationreferstothe
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situationwhenaperson’sindividualityisexchangedforpreconceivedideasandexpectations,
ofteninformofaself-fulfillingprophecy(Stahl2016).Student-athletestendtointernalizethe
characteristicsassignedtotheirlabels,causingthemtostartperformingaccordingtothese
presumptionsinsteadofaccordingtotheirownabilities.Uponlearningaboutarecurring
academicissueregardingtwofootballplayers’academicdifficulties,amemberoftheacademic
staffnonchalantlystated,“well,I’mnotsurprised—theyarewidereceivers.”Agreeingnods
fromsomesurroundingcolleaguesreassuredthegenerallylowacademicexpectationsthat
accompaniedplayersoftheposition.Whiletheassumptioncamefromthestaff,italso
reflectedintheself-imageoftheathlete.
Justabitafterthestaffmeetingthatincludedtheabovecomment,Jared,oneofthe
athletespreviouslyinquestiontoldmethathebelievesitisageneralunderstandingthatheis
“notheretoscorehighontests,buttoscorehighonthefield.”WhenIaskedhimwhothe
understandingiswith,hesaid“Everyone…well,thecoachesIguess;aslongasweareeligible,
andnottooinjuredtoplay,wematter.Beyondthat,theydon’tcare.”Atthispoint,Matt,
anotherfootballplayerwalkedbyandJaredpulledhimintotheconversation:“Isn’tthatright?
Theydon’tcareifwe’reinjured.”“That’sright,”Mattresponded,“we’rejustbodiesforthem.
WhenIfailedmyclassesandlosteligibility,theysetmeupwithalearningspecialistandatutor
too,tomakemeeligibleoverSummer.ButwhenIsprainedmykneeandhadtomiss,I
suddenlydidn’texist.”Theplayers’impressionabouttheircoaches’attitudestowardsthem
seemedtohaveleftthemfeelingexploitedaswellasdoubtingtheirownself-worthwhenever
theiridentityasanathletewascompromised,eitherbecausetheirlowGPAmadethem
ineligibleorbecausetheygotinjured.
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Itisnotuncommonforstudent-athletestoexperienceisolation,lackofsupport,stress
andevendepressionwhengoingthroughinjuries.Injuriescanhavelonglastingnegativeeffects
onstudent-athletes’mentalhealth,evenaftertheygotthroughthephysicalchallengesof
rehabilitationandstrengthening(Putukian2015).Whilemanycoachesareinvestedinnurturing
theirathletesoutsideofthefieldtoo,theathletescanstillfeelliketheirinterestsgetlostinthe
numbers,whetheritisthenumberoftheteammembersorthatofthescoreboardandthe
timer.Correspondingly,Rebeccapointedoutthattwoofhermenteesgotinjuredduringthe
Springsemesterandoneofthemalmostquitashefeltoverwhelmedinthefaceofpressing
expectationsbutwithoutsignificantsupportfromhiscoaches(FormalInterview2016).
Eventhoughtheyaremajorstakeholders,athletesrarelyappearedtovoicetheir
concerninaunitedwayregardingshortcomingsoftheAthleticdepartment,whetherrelatingto
athletic,academic,orotherservices.Topromotecommunicationbetweentheadministrative
staffandstudent-athletes,SpartanAthleticshasestablishedtheStudent-AthleteAdvisory
Committee(SAAC).Eachsportsteamissupposedtohaveatleastonerepresentativeinthe
committee,whoisresponsibletocommunicateinformationandpotentialconcernsbetween
theAthleticsstaffandtheteam.Inthepast,manyteamsdidnottakeontheopportunityto
haverepresentatives,andmanywhohad,didnotshowupatmeetings.Atthesametime,since
theplanningandsupervisionofSAACmeetingsfellundertheresponsibilitiesoftheacademic
supportcoordinator,theirregularities(i.e.:frequentturnoversandhiatuses)surroundingthe
positiontrickleddownanddiminishedthepotentialofeventheactiveSAACrepresentatives.
Withoutrepresentativesandtargeteddiscourseonhowtobetterthestudent-athlete
experience,manyathletesremainoverwhelmed.Melindaclaimedthatwhilebeingableto
43
communicateone’sneedsisalearnedbehaviortheSASSunitdidnotencouragethisnotion
amongstudent-athletesverywell.Inaddition,thereseemedtobenoclearunderstanding
amongmoststudent-athletesaboutwhatSAACisandwhyitwouldbeimportantorbeneficial.
Carmen,ajuniorstudent-athletewhowasnominatedasaSAACrepresentativeforherteam,
explainedthatmostoftheathleteslookedattheCommitteeasjust“onemoremandatory
wasteoftime”besidesweeklyStudyHallhours,teammeetings,tutoringappointments,classes
andpractice.Shesaidthatwhileshewouldseethepointintalkingtootherstudent
representativesanddiscussingideaswiththecoordinator,therewerenotenoughstudents
involvedingeneratingtheseideasforthemtomakeadifferenceintheexperienceofthe
generalstudent-athletepopulation.“Wetalkaboutworkshops,weorganizesomeevents,but
attheendmostofusaretooexhaustedtowanttogo,”Carmensaid,“Iknowit’suseful,but
peoplearebusy.Theydon’tgounlesscoachesmakeitmandatory.”Melindaalsoclaimedthata
bigissueisthatstudent-athletesassociateSAACwith‘mandatorymeetings’insteadof
‘potentialchange,’thiswaymissingoutonopportunitiestobettertheirownexperienceby
talkingtoadministration.However,whilestudent-athletesmightfailtopursuechangeforall
SpartanathletesthroughSAAC,learningabouttheirresourcesthroughpeermentoringcould
bringsignificantimprovementtotheirindividualexperiencesanddevelopment.
Unfortunately,evenifAthleticscouldraisetherateofstudentparticipationinevents
andservices,duetolimitedresources,theSASSwouldlikelynotbeabletoaccommodate
everyone.Nevertheless,coaches’involvementstillcanmakeagreatdifferenceinthestudents’
experienceandknowledgeoftheirsurroundings.Duringthe2016Springsemester,the
volleyballcoachesrequestedmentoringfortheirwholeteam,butduetotheongoinghiatusin
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theacademicsupportservicescoordinatorposition,SASScouldnotmatchupalltheplayers
withpeermentors.Themostat-riskstudentswerepairedwithapeermentoratGadway,and
thecoachesrequiredeveryoneelsetolearnaboutandsignupforalternativementoring
sessionson-campus,throughPeerConnections.
Flora,whowassignedupforGadwaymentoringsharedthatwhilesheappreciatedher
coach’sinvolvement,shedidnotfeelthatsheneededmentoringsessions.Nevertheless,she
saidthatitfeltgoodtoknowthathermentoristhereifshechangedhermind.Shefoundthat
thementoringsessionswerequick,forthementorjustcheckedhergrades,andaslongasshe
waspassingallherclasses,theydidnotspendmuchtimediscussinganythingelse.She
expressedthathermentorwaslikableandapproachable,butthatsincetherewasnotmuch
concernregardingheracademics,theshortsessionsdidnotpromptanydeeperconversation
andthusleftthemwithagoodbutsuperficialrelationship.
Eliot,anotherathletewhosecoachrequiredhimtoattendregularpeermentoring
sessionsatGadway,sharedasimilarexperience:ifhisgradeswereup,histutordidnotkeep
himforlong.Eliotalsoexpressedthatwhilehelikedhismentor,theydidnotdevelopmuchofa
personalconnection.Ontheotherhand,hesaidthatdespitethathislearningspecialistisafull-
timeemployeeandnotapeereducator,withherheconnectedonamuchdeeperlevelthan
withhismentor.Eliotpointedoutthatthecloserconnectionwiththelearningspecialistwas
perhapsduetothefactthattheyspentafullhourtogetherweekly,asopposedtothefew
minutesthatittooktocheckinwithhismentor.Thequicknatureofthementoringsessions
andthefactthatthosedidnotincludemuchtalkaboutanythingbutgrades,madeEliothavea
formalapproachtowardsthemeetingthatshouldhaveprovidedhimwithwarmth,support,
45
andcomfort.Hesharedthatwhilementoringdidnotprovidehimwithsupportthathewould
wanttorelyonintimesofhardship,butthatthroughhisadoptivefamilyandchurch
communityhehasgainedasupportsystemthathelpedhimwheneverheneededsome
assistance.Thesementees’experiencesandimpressionschallengethepresumptionsthat
student-athletesconsidermentoringawasteoftime.Moreover,inbothcasesitwasthe
mentorswhoseemedtodiminishthepotentialimpactofmentoringbyreducingthelengthof
themeeting.
Discussion:
ConflictingorganizationalbehaviorwithintheSJSUAthleticsseemtohaveledtoinefficient
communicationanddistrustwithinandacrosssomeunitsofthedepartment.Organizational
shortcomingscantrickledownandreflectontheattitudesofstudent-athleteswhoareoften
uninformedaboutoruninterestedintheservicesofferedtothem.Whilestudent-athletes
mightnottakeadvantageofthesupportservices,someexpressedfeelingsoflackofsupport
fromtheircoaches.SomestudentswhohavetriedthepeermentoringservicesofferedbySAAS
expresseddesiretobuildmorepersonalconnectionswiththementorsthanwhattheyhad.
Peermentorsconsidereditefficientnottowastestudent-athletes’timeifitseemedlikethey
didnotneedmentoring,whichmostlymeantthatthestudentwaspassingallofhisorher
classes.Itisimportanttonotethatbothstudentswhoagreedtoparticipateinaformal
interviewhadgoodacademicstanding.Manyotherstudent-athleteswhowereopento
impromptureflectionsduringstudyhallhoursandmighthavegivendifferentinsights,would
notvolunteerformorein-depthinterviews.TheGadwaymentors’behaviorseemedmore
46
focusedonproblems,especiallythoseregardingacademics,thanonteachingmenteeshowto
preventthem,thiswayreinforcingtheSAs’preconceptionsthatstudentsinmentoringarethe
oneswhohaveissues.
Thelackofefficientmentortrainingandsupervisionkeptpeermentoringfrom
providingoveralleffectivesupportinformofaservicethatwouldteachstudent-athletesabout
theresourcesintheirenvironment.Sincetheathletes’schedulesaremostlyplannedforthem,
theycouldmissoutonhavingtodeveloptimemanagementskillsthroughpractice.Thus,in
somecases,thelackoftheseskillscametolightonlywhentheygotstressedandoverwhelmed;
so,skilldevelopmentemergedasareaction,notasaprevention.Peermentorsshouldnot
merelyreacttoemergingissues,butratherprovidestudent-athleteswiththetoolstoprevent
those.Peermentoringcouldbridgethegapbetweenstudent-athletesandtheirsurroundings.
Forthattobeefficient,however,SASSshouldimplementastructuredpeermentoringprogram
thatprovidesacademic,personal,socialandprofessionaldevelopmentforitsstudent-athletes
facilitatedbywell-trainedpeermentors.
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VI. Suggestions:TobetterandsmoothentheexperiencesofSanJoséStatestudent-athletes,itisimportantto
foundaprogramthataidtheminaddressinganyneedsandpreventingpotentialissuesthat
mighthavebeenneglectedinthepast.Peermentoringhasthepotentialtoprovidestudent-
athleteswiththesupporttheyneedbutmightnotgetfromtheirimmediatesurroundings.
Whilebeingastudent-athletecomeswithmanyperks,itmightalsolimittheathletes’accessto
andknowledgeabouttheresourcesthatarearoundthem,butthattheymaynotutilize.
Throughathought-outagendathattargetsgeneraltopicsandresources,aswellaseach
mentee’sspecificneeds,asagentsindependentfromthemainstressfactorsandsourcesof
pressurethatinfluencethestudent-athletes(e.g.:coaches,teachersandathleticsstaff),peer
workerscanofferinstantsupportandguidance.IftheSASSisseriousaboutimprovingthe
mentoringprogram,Isuggesttheyconsiderthefollowingsuggestions.
Whilethemeetingscanhelpmenteeswiththeirongoingissues,settinganagenda(i.e.:
MentoringActionPlan)thatcoverssomemainthemesandresourcesthataidtheminreaching
theirpersonal,academic,socialandprofessionalgoals.Basingthementoringsessionson
themes,asopposedtopotentialissuesshouldalsodiminishthestigmathatcomesfrom
problembasedassignmentofmentees,whichcouldmakestudentsashamedofbeingin
mentoring.Furthermore,informingstudent-athletesabouttheservicesavailabletothemand
encouragingthemtoseekthemoutaloneaswell,fosterstheirresourcefulness,ultimately
reinforcingtheirskillsasindependentlearners.Suchindependenceiscrucialforstudent-
athletesintheirpursuittoestablishgoalsanddeveloptheiridentitybeyondtheonereinforced
byathletics.TheSpartansAthleticstaffhasshowngreatdedicationtotheirstudent-athletes,
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buttoliveuptothepotentialoftheathleticsprogramandservetheirathletesaccordingly,
majorchangesareneededinthedepartment.
Student-AthleteSuccessServices:
ToenhanceservicesofferedbytheStudent-AthleteSuccessServices,especiallytheonesthat
attempttoreachbeyondacademicsandaidthestudent-athletesinmorewaysthanjust
throughtutoring,theAthleticsneedstoimprovetheircommunicationwithinacross
subdivisionsofthedepartment.Forthesuccessfulimplementationofasetpeermentoring
program,itisimportanttofirstreachconsensusaboutthedifferencebetweentutoringand
mentoringroles.Toaidthediscussionclarifyingtheseroles,IassembledanewPeerMentoring
Handbook(seeAppendixB)thatdefinesthemissionandresponsibilitiesofpeermentors.The
Handbookalsoprovidesguidelinestofollowwhenmentoringstudent-athletes,aswellasthe
mainthemes(i.e.:conceptsandon-campusresources)thatmentoringshouldcoverthroughout
asemester.
Toenhancetheimplementationprocessofthepeermentoringprogram,itisimportant
thattheSASSstaffclarifiesnotonlytherolesandtasksofthestudentemployers,butthatof
theSASSmembersaswell.Whiletheacademicstaff’sdevotiontotheirathletesisadmirable,
dividingrolesandassigningtasksinamorestraightforwardwaywillonlyenhancetheirefforts
tohelptheathletes.Inaddition,improvingfocusduringstaffmeetingstothusconclude
discoursesregardingconcernswithanagreedcourseofactionwillleadtomoreefficient
planningandimplementationofsupportservices.Also,withdiscussionsonthemore
purposefuldivisionofresponsibilitiesshoulddiminishunclaimedtasks.
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Sincethenewacademicsupportservicescoordinatorisnowinfulleffect,itisherjobto
takeonthehiring,training,andsupervisionofstudentemployers,includingthefuturepeer
mentors.Learningfromtheexperiencesoftheprevioussemesters,inorderformentoringto
runasplanned,itcanbeassumedthattheearlierthementorsareinterviewed,hired,and
trainedthesmoothertheservice’simplementationwillbe.Thisisbecausemoststudent-
athletesarriveatthebeginningofthesemester,andtolimitanypotentialdistrustor
reluctancetowardsmentoring,theserviceneedstobewell-establishedandreadytogobythe
timestudentsarrive.
HiringPeerMentors:
Thefirstnecessarystepinthehiringprocessofpeermentorsistotakedownthemisguidedjob
postingthatwascopiedafterthetutoringjobdescription,andputupanupdatedandaccurate
descriptionontheSpartansAthleticswebsite.Whenrecruitingpeermentors,itisimportantto
hirestudentswhohaveaclearunderstandingandexperienceofhavingtonavigatemultiple
responsibilitiesatonce,eitherbecausetheywerepreviouslystudent-athletesthemselvesor
becausetheyhavesuccessfullybalancedworkandschoolsimultaneously.Peermentorscan
emergefromavarietyofplaces,solongastheyarededicated,reliable,andopentocomply
withtherequirementsoftheposition.Inaccordancewiththegoaltoextendthementoring
servicetoalargernumberofstudent-athletes,therealsoneedstobeasignificantincreasein
thenumberofpeermentors.Whilethefundingislimited,SASScanworkwithotherSJSUunits
toharnessthemassourcesofstudentemployees.Forexample,bystrengtheningtieswiththe
SocialWork(SW)department,SASScouldestablishmorefixpositionsforinternstoworkas
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peermentorseachsemester.SinceSWinternshipslastayear,thesestudentscouldworkwith
themostat-riskstudent-athletes,whomightrequireintensivementoring,andsotheycouldbe
assignedfortwosemestersinsteadofone.
Furthermore,fifthyearstudent-athletesarepotentiallyidealcandidatestomentor,
sincetheyhaveexperiencedtheveryrolethatcurrentstudent-athletesarein,whichmakes
theseveteransempatheticandrelatable.However,theyneedtogothroughtheselectionand
trainingprocesstomakesurethattheyarefitfortheposition.Unlikeinsomepastcases,
studentsshouldnotbehiredaspeermentorsmerelybasedontheirneedtoreimburse
Athleticsfortheirfifth-yearscholarship,norbasedontheirlackofabilityorwillingnesstowork
asatutor.
Inaddition,eachyeartheathleticsteamscompetetoearnSpartanCupPointsby
participatinginfivelifeskillsareas(i.e.:AthleticExcellence,AcademicExcellence,Personal
Development,CareerDevelopmentandCommunityInvolvement).Theteamwiththemost
pointsattheendoftheSpringsemestergetsatrophyand$2000.SASScouldofferSpartanCup
Pointsforupperclassorseniorstudent-athletesinexchangefortakingonanincomingmentee
eachyear.AlltheseoptionswouldofferAthleticsmorevolunteerpeermentorstochoosefrom
withouthavingtoworryaboutlimitedfundingthatusedtorestrictthenumberofstudent
employeesSASScouldhire.
51
TrainingthePeerMentors:
Thementortrainingshouldenhancethefuturepeermentors’familiaritywiththecultureof
collegiateathletics,establishextensiveknowledgeofthemainthemes(i.e.:conceptsandon-
campusresources)thatthesessionswillneedtocover,andfosterthementors’interpersonal
skillstoaidtheirworkwithstudent-athletes.Ideally,thetrainingshouldtakeplaceover
Summer,beforetheFallsemesterstarts.Ontheotherhand,consideringthatmanystudentis
awayduringtheSummer,itmightnotbepossibletoconductthetrainingbeforethesemester
starts,inwhichcasepeermentoringshouldstartafterthebeginningofthesemester.No
mentorcanbeallowedtostartworkingwithstudent-athleteswithoutgoingthroughproper
trainingfirst,foritwouldcompromisethecredibilityoftheprogramaswellaspotentiallyharm
thementees.Withastructuredmentoringplan,however,theprogramcanmakeupfornot
startingrightatthebeginningofthesemester.
Formaximumefficiency,thetrainingshouldconsistoftwotothreeconsecutivesessions
facilitatedbytheacademicsupportsuccesscoordinator.Thesessionsshouldcover1.)
institutionalpolicies2.)expectationsandresponsibilitiesregardingmentoringasan
independentsupportservice;3.)buildingamentoringactionplan;4.)discussingandvisitingon-
campusresources;5.)icebreakerandteambuildingactivitiesamongthementorstobuilda
collective,somentorscanconnectanddiscussbestpracticesbasedontheirexperiences
throughoutthesemester.
52
InvolvingCoaches:
ToimprovethedisconnectbetweenAthleticsunits,specificallybetweenSASSandthecoaching
staff,whichemergedduetolackofknowledge,interest,ortrustintheservicesofferedat
Gadway,SASSadvisorscantakeinitiativeandreachouttocoachestoclarifywhatmentoring
offersandwhichstudentstosignup(SampleemailinAppendixF).Inaddition,SASSshould
determinewhichemployer’sroleitistoinformthecoachesaboutGradesFirst,aswellasto
checkandprovidefeedbacktothecoachesandduringstaffmeetings,basedonthementoring
reports.Inaddition,sinceathletesandpeermentorsreportedthatheightenedinvolvement
fromthecoaches’partresultedinmorepositivegeneralattitudeamongstudent-athletes,
coachescouldengageinmentoringasageneralpracticeaswell,toenhancetheirathletes’
overallperformance.
ImprovingGradesFirst:
Toreinforceclarityincross-organizationalcommunication,GradesFirstshouldprovidea
separatelabelfor‘PeerMentors’withinthesystem,aswellasadesignatedplaceformentoring
reports.
InformingStudent-Athletes:
Atthebeginningofeachsemester,themainstaffoftheSpartanAthleticsholdameetingthatis
mandatoryforeverystudent-athletes.WhenintroducingSASS,theirmissionandservices,the
unitrepresentativeshouldalsoincorporateashortdescriptiononpeermentoring.Thisway
student-athleteswillknowabouttheservice,eveniftheircoachwouldfailtotellthemaboutit.
53
Inaddition,thepublicdiscussionofthementoringprogramanditsgoalsshouldclarify,and
potentiallydiminishthestigmathatitismainlyforstudentswithissues.
Furthermore,SASSneedstodesignateastaffmember(ideallythecoordinator)tocreate
anevaluationsheettogetfeedbackfrommenteestowardstheendofeachsemester,thisway
ensuringthecontinuousreassessmentandimprovementoftheSASSPeerMentoringProgram.
54
VII. ConclusionWhileprogressisslow,therecentchangesthatcreatedmoretransparentcommunication
withintheSASSunit,aswellasbetweentheunitandcoaches.Opencommunicationhasled
theseunitsofthedepartmenttoshowmoreefforttocreateaunitedfrontthroughwhichthe
athleticsstaff,asawhole,canpositivelyinfluencethestudent-athletes’attitudetowards
servicesandmandatorymeetingsatGadway.WhiletheAthleticsstaffwelcomedtheresearch
andmyfindingsandthepeermentoringprogramwilllaunchnextsemester,therehasnotbeen
enoughimprovementregardingsomeorganizationalbehaviorsthatarekeyforthefuture
successofthepeermentoringprogram.Forexample,thetimelyhiringofpeermentorsis
crucialtoprovidesufficienttrainingandhavethemreadytogobythetimethesemesterstarts,
butthereisstillnosetnetworkestablishedthroughwhichthecoordinatorwouldbeableto
bringinthepotentialemployees.Realistically,thementorswillbehiredandtrainedbythefirst
weekofschool,sotheycanreachoutforstudent-athletesthefollowingweek,andstartthe
sessionsafter.Inaddition,tobeabletomatchupmentorswithmentees,coachesalsoneedto
collaboratewiththeSASSstaffandtakepartinsigningupthestudent-athleteswhoneed
mentoringthemost.Whileitwouldbeidealtoprovidementoringforallfreshmenandtransfer
athletes,consideringthelimitedresources,atthispoint,Athleticsneedstofocusonreaching
thosewhomostneedit.
Thefindingsofmystudyshouldbeinterpretedinthecontextofitslimitations.The
researchwasconductedatSanJoséStateUniversityandlookedatorganizationalpractices
withintheinstitution.Furthermore,theprojectwasheavilybasedonqualitativeresearch
methods.Duetothesubjectivenatureofexperiencesanykindofpeermentoringpractice,
55
whetherwetalkaboutmentorsormentees,researchonmentoringisalmostexclusively
qualitative.Duetothelownumberofstudentswhoparticipatedinformalindepth-interviews,I
didnotincludein-depthanalysisofhowrace,ethnicity,andgenderformthestudent-athlete
experience;nevertheless,thesefactorsareofgreatimportandtheycanbeaddressedonan
individualbasiswithinthepeermentoringprogram.Finally,itisimportanttonotethatIused
tobeastudent-athleteatSanJoséStateUniversityforfiveyears.Thisstatushasprovidedme
withkeeninsighttomanyaspectsofathletics,onethataresearcherlessfamiliarwiththis
culturemightlack.However,myexperienceasanathleteandstakeintheprojectcouldalso
likelyaffectmyperspectiveandlimitmyabilitytoremainobjective.AlthoughIstroveto
maintainneutralitytoconducttheprojectinitshighestpotential,mypassionfortheprogram
andabilitytorelatetotheroleofthestudent-athletesmighthavebroughtmeto,attimes,
advocateforthestudent-athletesinsteadofmerelydiscussingmyobservations.
Possiblefocusoffuturestudiesincludestakingafurtherlookintotheeffectivenessof
differentmentoringpractices—specificallythatofcross-culturalversusintraculturalpractices—
andlocatekeyvariables(i.e.:factorsandcharacteristics)thatcontributetoeffectivepeer
mentor-menteerelationships.Thevastamountofdataonthepotentiallystressfuland
overwhelmingnatureofthestudent-athletedualrolecallsforapotentialreevaluationof
ethicalstandardsincollegeathletics.Inaddition,researchshouldfocusontheimpactsof
peermentoringonmentors’personalandprofessionallives.Finally,itisagreedthateffective
mentoringunfoldsthrougharelativelylongperiodoftime(e.g.:severalmonths,years,or
decades);however,thereisnotmuchdiscourseonbestpracticeswhenthetimeislimited
56
tojustafewweeksormonths.Potentialfutureprojectscouldofferquickimpactintensive
mentoringprogramsthatcanbedeliveredinthecourseofonesemester.
57
VIII. AnthropologicalDifference:
ConductinganthropologicalresearchattheSJSUAthleticsDepartmentallowedfora
culture-orientedapproachthatnotonlyexploredtheon-goingprocessesacrossandwithin
thedepartmentunits,butshedlightonandassessedtheveryvaluesandconceptsthat
theseprocessesoperateon.Utilizingmytrainingasanappliedanthropologist,Isetoutthe
projecttogobeyondgatheringdataanddrawingconclusionsandputtheobtained
knowledgeintopractice.Drawingonexistingdataandgeneratedknowledgefrommy
research,thefinalpartoftheprojectofferspracticaluseoftheinformationbysettingupa
mentoringprogramandsuggestingspecificorganizationalchanges.Suchsuggestionsaim
toinduceandguidetheculturalshiftthatcanprovidetheidealenvironmentforthe
programtothrive.Throughthefamiliarityofaninsiderandtrainedeyeofanapplied
anthropologist,IworkedtobringafreshoutlookandawarenesstotheSASSstaff,building
awarenessoftheguidingforcesandpotentialweaknessesoftheirprogram.This
awarenesscanthusestablishthegroundfortakingthenecessaryaction—informedbythe
offeredsuggestions—toinducepositiveorganizationalchangeintheunitaswellasinthe
wholedepartmenttobestaidtheSpartanstudent-athletes.Whilethereisavastamountof
studiesonthestudent-athleteexperienceandwaystobetterit,thisprojectoffers
suggestionsthatarespecifictothecultureofSanJoséStateAthleticsaswellastheneedsof
theSpartanathletes.
58
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AppendixADeliverableforStudent-AthleteSuccessServicesStaff
PresentationSlides
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64
65
AppendixB
SASSPeerMentoringHandbook
AcademicIntegrityPolicyTheUniversityemphasizesresponsiblecitizenshipandanawarenessofethicalchoicesinherentinhumandevelopment.Academichonestyandfairnessfosterethicalstandardsforallthosewhodependupontheintegrityoftheuniversity,itscourses,anditsdegrees.Universitydegreesarecompromisedandthepublicisdefraudediffacultymembersorstudentsknowinglyorunwittinglyallowdishonestactstoberewardedacademically.Thispolicysetsthestandardsforsuchintegrityandshallbeusedtoinformstudents,facultyandstaffoftheuniversity’sAcademicIntegrityPolicy.
StudentRoleTheSanJoséStateUniversityAcademicIntegrityPolicyrequiresthateachstudent:
● Knowtherulesthatpreserveacademicintegrityandabidebythematalltimes.Thisincludeslearningandabidingbyrulesassociatedwithspecificclasses,examsandcourseassignments
● KnowtheconsequencesofviolatingtheAcademicIntegrityPolicy● Knowtheappealrights,andtheprocedurestobefollowedintheeventofanappeal● Fosteracademicintegrityamongpeers
ComplianceOfficeTheworkthatyoudoandtheinteractionsthatyouhavemayaffecteligibilityofstudent-athletes,eitherpositivelyornegatively.TheNCAAconsidersyouaninstitutionalstaffmember.YoumustreportthefollowingtotheAcademicSupportCoordinator,AssociateAthleticsDirectorforStudentServicesand/ortheAssociateAthleticsDirectorforCompliance:
● Inappropriaterequestsorpressuresfromstudent-athletes● Romanticorsocialinvolvementbetweenmentorsandstudent-athletes● AllegedoractualNCAArulesviolations● Anyincidentofacademicfraudorofasuspiciousnatureacademically● Extrabenefitsimpermissiblygiventostudent-athletessuchasgifts,mealsor
transportationknowntoyou
ProfessionalismStatementAsamentor,youhavetheaccesstoconfidentialinformationaboutstudent-athletes’academicbackground,progress,andgrades.Itisimperativethatyoukeepthisinformationconfidential.Confidentialityallowsyoutobuildatrustingrelationshipwithstudent-athletes.Anybreachofconfidence,otherthanonepertainingtoastudent-athleteinpersonalcrisisorsharedinformationwithafull-timestaffmember,mayresultindisciplinaryactionuptoandincludingtermination.Donotdiscussastudent-athlete’sacademicinformationwithfriends,family,relatives,acquaintances,othermentors,orstudents.
66
SASSPeerMentoring
MissionStatementTheSASSMentoringProgramissetouttodecreaseearlywithdrawalfromSanJoséStateUniversity’sAthleticsprogrambysupportingstudent-athletes’academic,athletic,personal,andprofessionalobjectives.Thepurposeoftheprogramistofacilitaterelationshipsbetweenpeermentorsand“at-risk”student-athletes.Sucharelationshipcanplayaninstrumentalroleinastudent-athlete’sdevelopmenttowardsbecominganindependentlearnerandanempoweredindividual.Whileinsomecaseswithdrawalfromtheprogrammaybeinevitable,yetattritionfromAthleticprogramsisoftenmotivatedbylackofconfidenceandsupportinthefaceofinternalandexternalexpectationsandtherigorousrequirementsofcollegiateathletics.Thementoringprogramisdesignedtohelpstudent-athletescopewiththosefeelingsandprovideasystemofsupport.
MentoringMentorsshouldfosterstudent-athletes’characteraswellastheircompetency.Thepurposeofamentoristoprovideassistance,supportandencouragementforstudent-athletes,whileguidingthemtodevelopskillsincluding,butnotlimitedto,timemanagementandorganizationalskills,stressmanagement,andstrategiesforlearningbasedonthestudent-athlete’sindividuallearningstyle.Mentorsoughttoteachthewaystofindananswertoaquestionorconcern,ratherthanprovidingthementeeswiththeansweritself.Uponestablishingrapportwithamenteeandidentifyingpotentialthemestocoverinupcomingmeetings(MentoringActionPlan),mentorsshouldlocateappropriateon-campusandlocalresourcestodiscussandexplorewiththestudent-athleteduringthefollowingweeks.
● ProvideSupport● EngageinAcademics● FamiliarizewithServicesandResources
LimitationsItiscrucialforamentortorecognizeifmentoringsessionsareineffectiveorifaspecificsituationisoutofhis/herdepth.InbothcasesthementormustcontactTimea(timea.molnar@sjsu.edu)immediately,sothatappropriateactionscanbemade.
67
No-ShowsandCancellationsIntheeventastudent-athletedoesnotshowup,leaveavoicemailonthestudent’sphoneandsendthestudentanemail.Stillentersessionnotesifthestudent“No-Shows”andreportthatthestudentdidnotattendthescheduledsession(youwillbecompensatedforthemissedsessionupto1hour).
MentorSchedulingandAbsencesIfyoucannotmakeyourscheduledsession,notifythestudent-athletewhitwhomyouaresupposedtomeet.Youcanrescheduleforadifferentday/timebuttrytolimitthenumberofreschedules.Ifyouarecancelingasessionthatwillnotbemadeupanothertimethatweek,approvalisneeded,pleasenotifyTimea(timea.molnar@sjsu.edu)assoonasyouknowyouwillbeabsent,soshecanfindareplacementforthesession(s)thatwillbemissed.Youandyourassignedstudent-athleteareresponsibleforsettingupaschedulethatfulfillsthenumberofhoursperweekassignedtothementor/student-athlete.MultipleabsencesortardinesswithoutpriorapprovalfromtheAcademicSupportCoordinatorisgroundsfordismissal.
CompensationPositionsarepaidhourlyandemployeesarecompensatedbasedonthehourlypayoutlinedintheirnewhirepaperwork.TimeworkedwillonlybepaidiftimeissubmittedaccuratelyinMySJSUbeforetheendofthepayperiod.Positionsarepaidonamonthlybasis.Youwillbepaidforthetimeyouwork,notthenumberofstudentsyouareassigned.Alltimerecordedforthementorrolesmustbeaccompaniedbyasessionsummary(report)inGradesFirst.Contact:TimeaMolnar GraduateAssistant AcademicSupportCoordinator LearningSupportSpecialist
Student-AthleteSuccessServices
Student-AthleteSuccessServices
Student-AthleteSuccessServices
timea.molnar@sjsu.edu 405.915.9145. Office:408.924.1578
Office:408.924.2462
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MentorExpectations
● AbidebyNCAA,Conference,andSJSUrulesandregulationsandupholdthehighestlevelofacademicintegrity
● Professionalismshouldbeexemplifiedthroughconduct,behavior,andattire● Beontime,responsive,andprepared● Followcancellationpoliciesandprocedures● PrepareaMentoringActionPlan(campusresources,services,activitiesetc.)● Submitsessionsummaryforeverysessionandforeverystudent(mentorswillnotreceivecreditfortimeworkedifasessionsummaryisnotsubmitted)
● Makereferralstotimea.molnar@sjsu.eduasappropriateanddocumentthoroughly● Mentoronlystudentsassignedtoyou● Contactstudent-athletesonlyafterbeingassignedtothem;donotsolicitappointments● ReferanydisciplineproblemstotheAcademicSupportCoordinator● Donotcorrespondelectronicallywithyourassignedstudent-athleteunlessitisschedulingrelated.Allmentorsessionsaredonein-person.
● Yourinvolvementwiththestudentisrestrictedtoyoursessions.Personalrelationships,includingdating,arestrictlyforbidden.
● Amentorisnotpermittedtospeaktoaprofessororcoachregardingastudent-athlete● NotifyAcademicSupportCoordinatorofcancelledappointments● Amentorcannotshareinformationaboutsessionswithfamily,friends,otherathletes● Anyissuesorlackofefficiencyduringsessionsshouldbereportedimmediately● Amentormaybeterminatedforanyofthefollowingreasons:a.AnyviolationofNCAAandMountainWestConferencerulesandguidelinesb.Failuretoupholdthegeneraldutiesofamentorasoutlinedinthishandbookc.FailuretoobservetherulesandregulationsofSJSUAthleticsd.Falsificationofmentorreportsandpayrollinformatione.Failuretokeepmentorappointmentsf.BehaviorthatcreatesunfavorableattentiontotheSJSUAthletics,ortoSanJoséStateUniversity.IhavereceivedthePeerMentoringHandbook,participatedintraining,andIagreetoabidebyallguidelines.Name(Print)________________________________________________________________
Signature___________________________________Date___________________________
*PleasesignandsubmittoAcademicSupportCoordinator.Itisrecommendedyouretainacopyforyourrecords
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Student-AthleteExpectations
● AbidebyNCAA,Conference,SJSU,andGadwayrulesandregulationsandupholdthehighestlevelofacademicintegrity
● Attendallscheduledsessions(exceptionsmustbeapprovedbyanAcademicAdvisororLearningSpecialist)
● 4Ps(Punctual,prepared,present,participate)● CancellationPoliciesandProcedures:
○ Missingappointments-duetoreasonsotherthanpersonalemergencyorillness-withoutpriornoticeconstitutesa‘NO-SHOW.’
○ Itistheresponsibilityofthestudent-athletetocontacthis/hermentorrequestingthecancellation24hoursbeforethescheduledsessiontakesplace.
○ Torescheduleanappointment,contactmentorwithaminimumof24hours’noticetorescheduleforadifferentday/time.Notifymentorofanychange/variationtoyoursetschedule
● Beresponsivetomentorcommunicationforschedulingpurposesandduringsessions● Understandthementorroleandlimitationsoftherole.Mentorscannotcompleteanyworkforthestudent-athleteandcannotprovideanswerstocoursework
● CELLPHONESmayNOTbeusedduringmentoringsessions● Datingoranytypeofintimaterelationshipbetweenastudent-athleteandmentorisstrictlyforbidden
● Anyissuesorlackofefficiencyduringsessionsshouldbereportedimmediatelytotimea.molnar@sjsu.edu,jen.jurgensen@sjsu.edu,ormelanie.hein@sjsu.edu,orBysigningbelow,youareacknowledgingthatyouhavereadandunderstandeachstatementandyouagreetoabidebytheaboveresponsibilitiesFullName(Print)__________________________________Sport______________________
Signature_________________________________________Date_______________________
*PleasesignandsubmittoAcademicSupportCoordinator.Itisrecommendedyouretainacopyforyourrecords
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MentoringScheduleSketch
Date Topic(activity) ‘Homework’ Notes/Concerns
1stmeeting
● Introduction● DiscussMentoring● SetGoals
○ ShortTerm○ LongTerm(hw)
● Observesituations,● Visitaplace,● Makeappointment,● Lookupterms
relatedtonextmeeting
• Impressions,• Reflectionon
meeting
2ndmeeting
Maintopics,conceptsandresourcestodiscussoverthecourseofthesemester(specifybasedonstudent’splansandneeds):
● Personal○ physicalandmentalwell-being,stressmanagement,communicationskills&
tools,nutritionist,generalandspecifiedcheck-ups/tests○ Resources:Trainers,FitnessCenter,SHC,CAPs,etc.
● Academics○ studygoals,strategies,notetaking,criticalreading,studycards,readingsyllabus,
timemanagement.prepforgradschool○ Resources:PeerConnections,WritingCenter,LLC,FacultyOfficeHours,AEC,etc.
● Professional○ CV,Resume,TransferrableSkills,JobApplications,Interview○ Resources:CareerCenter,CommunityService,JobFairs
● Social(-Political)○ Interpersonalrelationships,sexandsexuality,culture,places,events○ Resources:I-House,MOSAIC,PRIDE,StudentClubs,CommunityAction,Fireon
theFountain,CommunityEngagement,Exhibitionsetc.● Miscellaneous
○ ComputerRental,Repairservices,AffordableTextbookProgram,InternationalOffice,TaxFiling,FinancialAid,Scholarships,CHEW(CookingHealthy,EatingWell),StudentFoodShelves,HousingAssistanceetc.
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CampusResources
PeerConnections(previouslyLARC)-SSCTutorsatPeerConnectionsassiststudentsinthedevelopmentoftheiracademicpotentialandtohelpmotivatethemtobecomeindependentlearners.Theyoffertutoringinawiderangeofsubjects.WritingCenter–CLSuite126TheWritingCenteroffersavarietyofresourcestohelpstudentsbecomebetterwriters,fromone-on-onetutoringsessions,towritingworkshops.AlltheservicesatthewritingcenterarefreeforSJSUstudents.CareerCenter-ADM154TheCareerCenterpromotesthedevelopmentofSJSUstudentsasprofessionalsbyprovidingthetoolstoguidetheminmakingcareer-planningdecisionsandmarketingtheirskillstoemployers.CounselingServices–ADM201TheCounselingServicesprovidescounselingforindividuals,couplesandgroupsonweekdaysfrom8a.m.to5p.m.CounselingServicesoncampuscoverabroadrangeoftopics,includingnutrition,sexualhealth,alcoholanddrugabuseprevention.AccessibleEducationCenter–ADM110TheSanJoséStateUniversityAccessibleEducationCenter(AEC),formerlyknownastheDisabilityResourceCenter(DRC),isacomprehensivecenterprovidingbothstudentsandemployeeswithaccommodationsandservices.TheCenterworkscloselywithfaculty,staff,programsanddepartmentstodeliverservicesandpromoteaccessforstudentswithdisabilitiesintheclassroomandthroughoutthecampus.HealthCenter–HealthBuildingTheStudentHealthCenterprovidesmedicalcaretostudentsenrolledatSJSU.Inadditiontotreatingacuteconditions,injuries,andillnesses,theHealthCenterprovidesafamilyplanningprogramandmaintainsanin-houselicensedpharmacy,aphysicaltherapydepartment,afederallycertifiedhighcomplexitylaboratory,andanx-raydepartment.
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TransportationSolutionsLocatedonthemainflooroftheStudentUnionbuilding,theTransportationSolutionsHelpDeskprovidesstudentswithatransitplanthatwillworkbestforthem.Studentscanlookupcarpoolmatch,VTAbusroutes,bicyclingroutesandparkinginformation.CampusRecreationCampusRecreationprovidestudents,faculty,andstaffwithopportunitiestostayhealthy,havefun,andenhancetheireducationanddevelopmentexperiencesthroughrecreationalactivitiessuchasintramuralsports,fitnessclasses,outdooractivities,andcheerleading.ChildDevelopmentCenterTheprogramisdesignedtoofferthechildthefreedomtoexplore,createanddevelopmasteryinallareasoflearninginasafe,nurturingenvironment.TheChildDevelopmentCentersupportstheacademicmissionofstudentsatSJSUbyprovidinghighqualitychildcarefortheirchildren,thus,allowingstudentstofulfilltheireducationalgoals.GeneralServicesLocatedonthemainflooroftheStudentUnion,GeneralServicesprovidestudentswithservicessuchasfaxing,specialeventscoordination,trustaccounts,medicalinsurance,dentalplans,moneyorder,notarization,internationalstudentID,andbookloans.MOSAICCrossCulturalCenterMOSAICprovidesasafeandwelcomingenvironmentwhichhonorsandcelebratesdiversity.MOSAICoffersupportandadvocacyforhistoricallyunderrepresentedgroups,leadershipopportunities,andintentionalprogrammingthatfocusoncriticalthought,socialjustice,andculturalempowermentfortheSJSUcommunity.Science2OnlineSJSUResourceCenterTheScience2OnlineSJSUResourceCenterprovidesonlinevideoadvisingandresourceforstudentswhentheyneeditattheirconvenience.Thetopicsrangefromfreshmenorientationtoadvisingfornewtransfers.TheLibraryReferenceDeskTheKingLibraryhassubjectliaisons-coursespecificassistants-whosesolejobistohelpstudentsfindtheresourcesthattheyneedfortheirprojects.Thesereferencelibrarianshavemadeacareeroftrackingdownresourcesandareexcitedtohelpstudentsfindwhattheyneed
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Activities
1.SettingGoalsActivity:Setgoalswiththestudentintermsofwhatyoutwoexpectfrommentoring.Setshort-termgoals(i.e.:somethingtoaccomplisheachsession)andlong-termgoals(forthesemester).
Objective:Identifyskillsthats/heconsidersimportantandsetaplantodevelopthem.Followthrough.Revisitthegoalsoften,discussprogressandwhatstepsarenecessarytotaketoenhancethedevelopmentofthoseskills.Oncementoringiscomingtoanend,reflectonwhathelpedwhilepursuingthegoals,whatmadeitmoredifficult?Setgoalsforthefuture.
2.‘IAm’Poems
Activity:WriteanIAmpoembycompletingeachlineinthetemplatesoitcorrespondswiththebeginning.
Objective:TheIAmpoemisagreatwaytointroduceandrevealyourselftoyourstudentsaswellastoencouragethemtodothesame.Thelinesencourageopenness,whileleavingthelevelofintimacyuptothe‘poet.’Youcanrepeatthe‘Iam’poemsmanytimes,weekly,monthly,sotheyalloweachpersontorevealdifferentidentitiesaswellastotapintonewdepths,asthementor-menteerelationshipevolvesthroughoutthecourseofthesemester.
Template*:Thistemplateisjustofonetemplatefrommany,feelfreetolookupmore,orcomeupwithyourown.
FirstStanza:Iam…Iwonder...Ihear...Isee...Iwant…Iam…(firstlinerepeated)
SecondStanza:Ipretend…Ifeel…Itouch…Iworry…Icry…Iam...(firstlineofpoemrepeated)
ThirdStanza:Iunderstand…Isay…Idream…Itry…Iam...(firstlineofpoemrepeated)
*Fromthearticle“ABarriopedagogy:identity,intellectualism,activism,andacademicachievementthroughtheevolutionofcriticallycompassionateintellectualism,”byAugustineRomero,SeanArceandJulioCammarota.
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3.DiscussionStarters:Activity:Writedownquestionsonpiecesofpaperandpull1eachatthebeginningorendofyoursession.Bringalreadywrittenquestionstothefirstsession,andencouragethestudenttobringhis/herownquestions.Bothofyoucananswereachquestion,oryoucanalternate.
Objective:Theroutineof“randomquestions”toanswereachmeetingopensthefloorforlightconversations,whilealsomakesiteasytoguidetheconversationtowardsspecificdiscussionsonhabits,views,self-perception,etc.
Tip:Herearesomeexamples,feelfreetouseanyorall.Theboldonesaremorecloselyrelatedtospecificmentoringtopics/themes,therestisforbuildingrapportandhavingfun.● Whatarefivethingsyouwantmetoknowaboutyou?
● Whatdoyoudotogetridofstress?
● What’syourfavoritewaytowastetime?
● Ifyoucouldhaveanyanimalasapet,whatanimalwouldyouchoose?
● Wheredidyougolastweekend?Whatdidyoudo?
● Whatwasthelasttimeyouworkedincrediblyhard?
● Areyouactiveordoyouprefertojustrelaxinyourfreetime?
● What’sthebest/worstthingaboutyoursport/school?
● Ifyouhadintromusic,whatsongwoulditbe?Why?
● Whatwereyoureallyintowhenyouwereakid?
● Ifyoustartedabusiness,whatkindofbusinesswoulditbe?
● Whatisthestrangestdreamyouhaveeverhad?
● Who/whateventhadthebiggestimpactonthepersonyouarenow?
● Whereisthemostbeautifulplacenearwhereyoulive?
● Whichrecentnewsstoryisthemostinteresting?
● Ifyouhadtochangeyourname,whatwouldyournewnamebe?
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● Whatissomethingthatannoysyoumightnotbothermostpeople?
● Howdoyouthinksuccessshouldbemeasured(inyoursport/school)?
● Whatbenefitdoyoubringtothegroupwhenyouhangoutwithfriends?
● Whatdoyoudotoimproveyourmoodwhenyouareinabadmood?
● Whatisthesilliestfearyouhave?
● Whoarethe3greatestathletesofalltime?
● Whydoyouthinksportsarecommonacrossmostculturespresentandpast?
● Whereisthemostrelaxingplaceyouhavebeen?
● Whatwouldyouconsidertobethebestinventionever?
● Doestechnologysimplifylifeormakeitmorecomplicated?
● Willtechnologysavethehumanraceordestroyit?
● Whatdoyouthinkthenextbigtechnologicaladvancewillbe?
● Howdoclotheschangehowtheoppositesexviewsaperson?
● Whatisthecraziest,mostoutrageousthingyouwanttoachieve?
● Timefreezesforeveryonebutyouforoneday.Whatdoyoudo?
● Ifyourmindwasanisland,whatwoulditlooklike?
● Whataresomegoalsyouhavealreadyachieved?
● Whatisthebestwaytostaymotivatedandcompletegoals?
● Whatareyourgoalsforthenexttwoyears?
● Howhastheeducationyoureceivedimpactedyourlife?
● Whatdoesyourownpersonalhelllooklike?Howaboutyourownpersonalheaven?
● Ifyouhadapersonalmascot,whatwouldyourmascotbe?
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4.“Five-SidedMirror” Activity:Askyourmenteetoportray(draw,paint,photographetc.)him/herselfin5ways:1.
Asseenbyself,2.Seenbyarelative,3.Seenbyafriend4.Seenbyonefreelychosenperson,and5.Seenbyapeergroup,team,collectives/hebelongsto.Giveexplanationsofeachoftheportrayals.Mentee’sshoulddothiswithoutaskingthe‘featured’peopleabouthowtheyseethementee.Thefocusisonself-perceptionandreflectionontheirrelationshipswiththepeople/groupinvolved.
Objective:Getaninsightintohowthestudentsseethemselvesthroughthe‘eyes’ofthose
aroundthem.Opensconversationaboutthementee’sinterpersonalrelationshipsandpotentialstressfactors(e.g.wantingtomeetexpectations).
Tip:Whileitcanbeinterestingwhothementeechoosesasa‘viewer,’mentorscanmodify
theactivitytoguideconversationsonspecifictopics,e.g.bytellingthestudenttoportrayhowtheythinktheircoach,parent,roommate,seesthem.
5.Monopoly
Objective:Whileplaying,youcandiscussfinancingstrategies,futureplansandwaystoreachspecificgoals.Havethestudentrelategamescenariostoreallife.
6.Role-playing
Activity:Actoutspecificsituationseachofyouplayingapart;finally,reflectonwhatwasdifficult,easy,howthestudentfelt,reflectonthereactions.Inretrospect,wouldyouhavedoneanythingdifferently?Whatothergoodanswersaretheretoanenactedquestion?etc.
Objective:Practicespecificsituations● Interview:practiceprofessionallanguage,interviewquestions,discussprofessionalclothing.Dependingonwhat’srelevanttothestudent,thiscanbeajobinterview(specifyjob),officialmeetingwithascout,gradschoolinterviewetc.Discusshowbeinganathletepreparesstudentsforhavingajobandbeingandidealemployee.
○ Tip:planforthiswiththementeeaheadoftime!Schedulethissessionataprofessionalenvironment,bothofyoucandressup.HavethestudentbringaCVand/orresume,discusstransferableskills.Youcanconnector,rather,precedethissessionwithavisittotheCareerCenter.
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● PersonalConversation:youcanreenactaconversationbetweenthestudentandtheir
friend/parent,etc.○ Tip:askthestudenttosuggestaspecificsituation,e.g.oneinwhichs/hefeltstressedorsilenced,orinwhichthediscussionjustdidn’tgoasplanned,anddiscusshowelses/hecouldhavereacted,talked,approached,etc.Discussmannerismsandbodylanguage,andhowtobeconsciousaboutitandhowtocontrolthem.○ Tip:reenactanargument,discussconflictmanagementandhavethementeeidentifyhis/herownbehavior,communicationstyleandstrategies(conceptstodiscuss:activelistening,conflictresolutionstrategies,taskorientedvs.theprocessorientedpeople,etc.)
● Askingthebossforaraiseoraskingcoachformoreplayingtime
○ Tip:havethementeesacknowledgetheirstrengths.Whatdotheybringtothetable?Focusontransferableskills:arethereskillsofwhichs/hemightnotbeaware?
7.“PowerPosing”Simple,quickandmightjustmakeallthedifferenceinanimportantsituation.BelowisalinktoavideobysocialpsychologistAmyCuddy,on“thepowerofthepowerpose”andhowbodylanguagecanimpactone’smood,attitudeandmore.Link:https://www.ted.com/talks/amy_cuddy_your_body_language_shapes_who_you_are
+1.Dance-OffThisoneisjustfun.Happybonding!
SanJoséStateAthletics
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AppendixCInterviewwithSanJoséStateStudent-AthleteMentee
I.Thefirstpartoftheinterviewissetouttoexploretheinterviewee’spersonaland
academicbackground.1.Whereareyoufrom?2.WhatyearareyouinatSanJoséState?3.Whatisyourmajor?4.WhatsportdoyouplayatSanJoséStateUniversity?5.Pleasedescribeyourselfasastudent.Whatareyourstrengthsandweaknesses?6.Howdoyoudefineacademicsuccess?7.Howdoyoudefinepersonalsuccess?8.Imaginethatyouarewritinganadtofindyourselfamentor.Howwouldyou
describeyourselfintheadd?Whatcharacteristicsdoyoudoyoulookforinthementor?
9.Isthereanythingelseyouwouldliketoshareaboutyourselfbeforewemoveontothenextsection?
II.Thesecondpartoftheinterviewfocusesontheinterviewee’sexperiencesasastudent-
athleteatSanJoséStateUniversity.10.HowlonghaveyoubeeninSanJoséState’sAthleticprogram?11.Howdidyoufirsthearabouttheprogram?12.TheStudent-AthleteSuccessServicesoffersmultipleprogramsforitsmembers.
Whichprogramsandeventsdoyouregularlygoto/participatein?(Exp.:mentoring,tutoring,volunteeropportunitiesetc.)
13.Whichprogram(s)haveyoufoundusefulforadvancingyouracademiccareer?Explain.
14.Whichprogram(s)haveyoufoundusefulinadvancingyoursocialskillsandpersonalrelationships?Pleaseexplain.
15.Isthereanythingelsethataspecificprogramoreventhelpedyouwith?16.Isthereanyprogramthatyouarerequiredtoparticipateinthatyouotherwise
wouldnot?Whywouldyourathernotparticipate?17.Pleasedescribeyouroverallexperienceasastudent-athletesofar.Whatdoyou
thinkabouttheStudent-AthleteSuccessServicesprogram?
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III.Thethirdpartexplorestheinterviewee’sexperienceswithinStudent-AthleteSuccessServices’Mentorshipprogram,alongwiththerelationshipbetweenthementeeandhis/hermentorasitisperceivedbytheinterviewee.
18.Howlonghaveyoubeenparticipatinginthementorshipprogram?19.Howwereyouintroducedtotheprogram?Howdidyoufindoutwhoyourmentor
wasgoingtobe?Howdidyoulearnaboutyourfirstmeeting?20.Howoftendoyouhavementoring?21.Pleasedescribetheeffectsthatmentoringhavehadonyouracademic
performance,sociallifeandanyotherareasofyourlifethatyoufeelwereimpactedbythementorshipprogram.
22.Howwouldyoudescribeyourselfasamentee?23.Pleasedescribeyourmentor.24.Pleasedescribeyourfirstmeetingwithyourmentorinasmuchdetailasyoucan.
Whatwereyourthoughtsandimpressions?Howdidyoufeel?25.Whatareyourmentor’sskillsandstrengths?Isthereanythingyoufeelcould
improvehis/hermentorship?26.Doyoufindyourmentorrelatable?Pleaseexplainwhy/whynot.27.Howwouldyoudescribeyourrelationshipwithyourmentor?28.Canyourememberaspecificthingthatinfluencedyouandyourmentor’s
relationship?29.IsthereanythingelseyouwouldlikemetonoteaboutStudent-AthleteSuccess
Services,thementorshipprogram,oraboutyourexperiencesasamentee?
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AppendixD
InterviewwithStudent-AthleteSuccessServicesPeerMentorI.Thefirstpartoftheinterviewissetouttoexploretheinterviewee’spersonaland
academicbackground.1.Whereareyoufrom?2.HowlonghaveyoubeenstudyingatSanJoséStateUniversity?3.Whatisyourmajor?4.Pleasedescribeyourselfasastudent.Whatareyourstrengthsandweaknesses?5.Howdoyoudefineacademicsuccess?6.Howdoyoudefinepersonalsuccess?7.Imaginethatyouarewritinganadtofindyourselfamentee.Howwouldyou
describeyourselfintheadd?Whatcharacteristicsdoyoudoyoulookforinthementee?
8.Isthereanythingelseyouwouldliketoshareaboutyourselfbeforewemoveontothenextsection?
II.Thesecondpartoftheinterviewfocusesontheinterviewee’sexperiencesasamentorin
theStudent-AthleteSuccessServicesMentoringProgram.9.HowlonghaveyoubeenworkingwithStudent-AthleteSuccessServices?10.Howdidyoufirsthearabouttheprogram?11.PleasedescribeyouroverallexperienceasanSASSstaffsofar.Whatdoyouthink
abouttheprogram?12.Pleasedescribetheeffectsthatmentoringhavehadonyouracademic
performance,sociallifeandanyotherareasofyourlifethatyoufeelwereimpactedbythementorshipprogram.
13.PleasedescribetheemploymentprocessyouwentthroughtobecomeaSASSmentor.
14.Pleasedescribethementortrainingprogram.Whatwerethemainemphasesofthetraining?Whatdidyoulearnfromthetraining?
15.WhatarethemainstrengthsoftheSASSmentorshipprogram?16.Arethereanyareasoftheprogramthatyoufeelneedimprovement?17.Isthereanythingyouwouldliketochangeaboutthementoremploymentprocess
and/orthementortrainingprogram?
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III.Thethirdpartexplorestherelationshipbetweenthementorandhis/hermenteesasitisperceivedbytheinterviewee.
18.Howdidyoufindoutwhoyourmenteesweregoingtobeforthesemester/year?19.Howwouldyoudescribeyourselfasamentor?20.Howmanymenteesdoyouhave?Pleasedescribethem.21.Howdoyoustartthementoringprocesswithanewmentee?Pleasedescribehow
thefirstmeetingwithanewmenteeusuallylookslike.22.Whataresomespecificcharacteristicsandskillsthatyouarelookingtofosterina
mentee?23.Whatarespecificattributesmenteesmighthavethatadvancethementorship
process?24.Whatarespecificattributesmenteesmighthavethatcausesetbacksinthe
mentorshipprocess?25.Whatdoyouthinkmakesamentorrelatable?26.Doyoufindyourselfrelatabletoyourmentees?Pleaseexplainwhy/whynot.27.Canyourememberaspecificthingthatinfluencedyouandyourmentee’s
relationship?28.IsthereanythingelseyouwouldlikemetonoteaboutStudent-AthleteSuccess
Services,thementorshipprogram,oraboutyourexperiencesasamentor?
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AppendixE
InterviewwithMentoringCoordinator(EOPCoordinatorandSASSAcademicSupportCoordinator)
I.Thefirstpartoftheinterviewissetouttoexploretheinterviewee’sprofessional
backgroundandresponsibilities.1.Whereareyoufrom?2.WhatisyourpositionatSASS/EOP?Howlonghaveyoubeenworkinghere?3.Pleasedescribeyourprofessionalpathleadingtothisposition.(degree(s),previous
positions,etc.)4.Whatareyourresponsibilitiesandhowdidyoucometocoordinatethementorsat
SASS/EOP?5.Howdoyoudefinepersonalsuccess?6.Howdoyoudefineacademicsuccess?7.Howdoyoudefinementoring?Whatdoyouconsidereffectivementorship?8.Isthereanythingelseyouwouldliketoshareaboutyourselfbeforewemoveonto
thenextsection?II.Thesecondpartoftheinterviewfocusesontheinterviewee’sexperiencesatSASS.
9.TheSASS/EOPoffersmultipleprogramsforitsmembers(exp.:mentoring,tutoring,volunteeropportunitiesetc.)Whichprogram(s)doyoufeelaremosteffectiveinadvancingstudents’academiccareer?Why?
10.Whichprogram(s)haveyoufoundusefulinadvancingstudents’socialskillsandpersonalrelationships?Pleaseexplain.
11.DoyoufeelStudent-AthletestakeadvantageoftheopportunitiestheygetfromSASS/EOP?Pleaseexplain.
12.PleasedescribeyouroverallexperienceattheSASS/EOPprogram?III. Thethirdandfinalpartexplorestheinterviewee’sviewsontheSASS/EOP’sMentorship
program,andontherelationshipbetweenmenteesandtheirmentors...13.Pleasedescribethementorrecruitmentandhiringprocess(exp.:whomentorsare,
wheretheycomefrom,etc.)14.Domentorsgothroughmentortraining?Ifyes,pleasedescribewhatitconsistsof.15.Whatspecificcharacteristicsandskillsdoyoulookforwhenhiringmentors?16.Whatfactorsdoyouconsiderwhenassigningstudent-athletestomentors?Isthere
aspecificcriterionyoulookatwhenmatchingthemup?
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17.Previouslyyouexplainedwhatyoumeanbyeffectivementoring.Whatskills/characteristics,bothfromthementorsandthementees’parts,doyouthinkcontributetoeffectivementoring?
18.DoyoufindSASSmentorsrelatableforstudent-athletes?Pleaseexplainwhy/whynot.
19.Pleasedescribeanintroductorysessionandaregularmentoringsession(exp.:howoften,howlong,whatitconsistsof,etc.)
20.Arementoringsessionseverobservedbyafull-timestaffmember?21.WhatstepsdoesSASStaketoassesstheMentorshipprogramandthementors
duringthesemester?-Semesterbysemester?(surveys,studentfeedback,etc.)?22.Pleasedescribetheimpactsyouhaveseenmentoringhadonstudent-athletes’
academicperformance,sociallifeand/oranyotherareasoftheirlives.Howdidyougatheryougatheryourdata?
23.IsthereanythingelseyouwouldlikemetonoteaboutStudent-AthleteSuccessServices,thementorshipprogram,oraboutyourexperiences?
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AppendixF
ConsentFormforParticipationinOne-on-oneInterview
TitleofStudyComparativeStudyonPeerMentoringPracticesintheEducationalSettingNameofresearcherTimeaMolnar,AppliedAnthropologyGraduateStudentMarcoMeniketti,AssociateProfessor,SupervisingProfessorandMAProjectChairWhatisthepurposeofthisstudy?ThisstudyplanstolookatinteractionsbetweencollegestudentsandpeermentorsatSanJoséStateUniversity.Thegoalistopinpointthemainreasonsbehindeffectivementor-menteerelationships.WhatwillhappenifItakepartintheresearchstudy?Ifyouconsenttoparticipateinthestudy,youwillbeaskedtotakepartina30-60minutelongone-on-oneinterviewconductedbytheresearcher.Theinterviewquestionswillaskaboutyourexperiencesasapeermentor/mentee,yourthoughtsonhowmentoringimpactspersonalandacademicdevelopment,andwhatspecificfactorsyouthinkhelpmentoredstudentstosucceedincollege.Fortheresearchertoaccuratelycapturetheinformationyouprovide,withyourpermission,theinterviewwillbeaudiorecorded.Ifyouwishnottobeaudiorecorded,notifytheresearcherandshewilltakenotesinstead.Ifyouagreetobeingrecordedbutfeeluncomfortableatanytimeduringtheinterview,lettheresearcherknowandtherecordingwillstopatyourrequest.WillinformationaboutmeBekeptconfidential?Yes,youridentitywillbekeptconfidential.Youwillnotbeaskedforyournameoranyinformationthatcouldidentifyyou.Inaddition,youcanchooseyourownpseudo-name(anamethatwillbeusedinsteadofyourrealnameinthefinalreport).Audiorecordingswillbedeletedrightaftertheresearchertranscribestheinterview,assoonaftertheinterviewaspossible.Transcriptionswillnotcontainyournameoranyinformationthatcouldbeusedtoidentifyyou.CanIleavethestudy?Yes,youarefreetowithdrawfromthestudyatanypoint.Leavingwillnotaffectyouracademics,oryourenrollmentinanyprogram.WhatriskscanIexpectfrombeinginthestudy?Therearenopotentialrisksassociatedwiththisstudy.Noinformationthatcouldresultinyouridentificationwillbereleasedorreported
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Aretherebenefitstoparticipatinginthestudy?Whiletherearenodirectbenefitstoyou,theresultsofthestudymayhelpthesupervisorsoftheEducationalOpportunityProgramandtheStudent-AthleteSuccessServicestoimprovetheirmentorprograms,thiswayservingfuturementorsandmenteestoo.Whocananswermyquestionsaboutthestudy?
● Forfurtherinformationaboutthestudy,pleasecontactTimeaMolnarat(408)-915-9135ortimea.molnar@live.com;or
● MarcoMeniketti,AnthropologyProfessorat(408)-924-5787ormarco.meniketti@sjsu.edu
● ComplaintsabouttheresearchmaybepresentedtoRobertoGonzalez,AnthropologyProfessor&DepartmentChairat408-924-5715orroberto.gonzalez@sjsu.edu.
● Forquestionsaboutparticipants’rightsorifyoufeelyouhavebeenharmedinanywaybyyourparticipationinthisstudy,pleasecontactDr.PamelaStacks,AssociateVicePresidentoftheOfficeofResearch,SanJoséStateUniversity,at408-924-2479.
ConsentYourconsentisentirelyyourchoice.Youcanparticipateintheentirestudyorinapartofthestudy.Youhavetherighttonotansweranyquestionyoudonotwishtoanswer.YoumaywithdrawfromthestudyatanytimewithnoeffectonyourrelationswithSanJoséStateUniversity.Participant’sSignatureYoursignatureindicatesthatyouvoluntarilyagreetoparticipateinthestudy,thatthedetailsofthestudyhavebeenexplainedtoyou,thatyouhavebeengivenenoughtimetoreadthisdocument,andthatyourquestionshavebeensatisfactorilyanswered.Youaregoingtoreceiveacopyofthisconsentformforyourrecords.________________________________________________________________________Participant’sName(printed)________________________________________________________________________Participant’sSignature DateINVESTIGATOR’SSTATEMENTIcertifythattheparticipanthasbeengivenadequatetimetoreadandlearnaboutthestudyandallofhis/herquestionshavebeenanswered.Itismyopinionthattheparticipantunderstandsthepurpose,risks,benefits,andtheproceduresthatwillbefollowedinthisstudyandhasvoluntarilyagreedtoparticipate.________________________________________________________________________SignatureofPersonObtainingInformedConsent Date
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AppendixGSampleEmailforCoaches
“DearCoaches,
IamwritingtoletyouknowaboutStudent-AthleteSuccessServicesPeerMentoringProgramatGadway.MissionStatement:TheSASSMentoringProgramissetouttodecreaseearlywithdrawalfromSanJoséStateUniversity’sAthleticsprogrambysupportingstudent-athletes’academic,athletic,andpersonalobjectives.Thepurposeoftheprogramistofacilitaterelationshipsbetweenpeermentorsand“at-risk”student-athletes.Sucharelationshipcanplayaninstrumentalroleinastudent-athlete’sdevelopmenttowardsbecominganindependentlearnerandanempoweredindividual.Whileinsomecaseswithdrawalfromtheprogrammaybeinevitable,oftenattritionfromAthleticprogramsismotivatedbylackofconfidenceandsupportinthefaceofinternalandexternalexpectationsandtherigorousrequirementsofcollegeathletics.TheMentoringprogramisdesignedtohelpstudent-athletescopewiththosefeelingsandprovideasystemofsupport.Mentors:Mentorsfosterstudent-athletes’characteraswellastheircompetency.Thepurposeofamentoristoprovideassistance,supportandencouragementforstudent-athletes,whileguidingthemtodevelopskillsincluding,butnotlimitedto,timemanagementandorganizationalskills,stressmanagement,andstrategiesforlearningbasedonthestudent-athlete’sindividuallearningstyle.Mentorsteachthewaystofindananswertoaquestionorconcern,ratherthanprovidingthementeeswiththeansweritself.Furthermore,menteesareintroducedtoon-campusresourcesaswellasevents,andencouragedtoparticipateinavarietyofsocialaspectsofcollegelifebeyondathletics.Ifyouhaveanyathletesthatyoubelievecouldbenefitfromtheseservices,pleaseletyouracademicadvisorknow,sowecanhavethemsetupwithamentor.Sincerely,[NamePositionatStudent-AthleteSuccessServices]”
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