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.

6

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

7

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;

15

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

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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,

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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

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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

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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.

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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]”