From homeland to home: Widening Participation through the LEAP Macquarie Mentoring (Refugee Mentoring) Program

Mentoring is often conceptualised as a one-to-one interaction between peers, or as an academic to student interaction, with the aim of developing self-esteem, connectedness, identity, and academic attitudes within one party. While various researchers have provided support for effectiveness of mentoring in fostering the aforementioned qualities, limited studies have looked at the impacts of outreach mentoring programs. This article examines the impact of the LEAP-Macquarie Mentoring (Refugee Mentoring) program on high school students from refugee backgrounds who are mentees on the program and on the university students who are mentors on the program. A qualitative study was completed involving five focus groups, individual and semi structured interviews with 54 mentees and diary analysis of 45 mentors. Transcripts of interview and focus groups were analysed using a grounded approach. Key findings highlighted that the LEAP-Macquarie Mentoring (Refugee Mentoring) program supported both mentors and mentees in making a smooth personal, social, and academic transition from high school to university, helped them develop leadership potential, and provided them with a connection to community

Higher education and diverse communities A research-based perspective

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Focus groups and diary analysis : outreach mentors with high school mentees from refugee backgrounds

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Outreach mentors with high school mentees : co-creating engagement, belonging and loyalty in higher education

Peer mentoring in higher education is regarded as an effective tool in retaining students. While various researchers have provided support for this, limited studies have looked at outreach mentoring programs as a satisfaction-creating service experience offered by universities for their students. This study examined the benefits of the LEAP Macquarie Mentoring program to first year university student mentors who are mentoring high school students from refugee backgrounds. Three focus groups with 21 university mentors, an online survey with 33 university mentors and written surveys with 365 high school mentees were carried out between 2011-2013. Preliminary findings illustrate that for university mentors who are in their first year, the mentoring program fosters a sense of belonging with the university community as well increasing their academic self-efficacy and perceived value in education. A sense of belonging with the university in their first year is critical in shaping a student’s journey at university.5 page(s

From homeland to home : evaluating the impact of LEAP-Macquarie Mentoring (Refugee Mentoring) program on mentees

This paper examines the impact of the LEAP-Macquarie Mentoring (Refugee Mentoring) program on high school students from refugee backgrounds who are mentees on the program. A qualitative study was completed involving five focus groups, individual and semi structured interviews with 54 mentees. Transcripts of interview and focus groups were analysed using a grounded approach. This led to the formation of a case study on a mentee who was now at university and involved in the program as an ambassador. Key findings highlighted that the LEAP-Macquarie Mentoring (Refugee Mentoring) program supported students in making a smooth personal, social, and academic transition from high school to university, helped them develop leadership potential, and provided them with a connection to community. In the long term this works to re-establish social capital, enhances resilience and empowers students to be role models.10 page(s