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Mentoring as an Intervention Strategy

Abstract This pilot study explored the complex negotiations of student-athlete role identities in the context of a faculty mentor intervention strategy. The sample included 19 first-year male revenue student-athletes who were surveyed in fall 2006 and spring 2007 at a large Division 1-A university. Focus group sessions were also held with participants during the academic year. Findings revealed positive influences of a formal faculty-student mentoring program on first-year student-athletes' academic and future goals. Student-athletes rated themselves as having more balanced academic and athletic identities over the course of their first year. New directions for future work to build on this pilot study are discussed.