Effects of School-based Mentoring on Black Male Student Achievement and Peer to Peer Relationships PDF Download
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Author: Theodore Robinson
Publisher:
ISBN:
Category : African American youth
Languages : en
Pages : 152
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Book Description
The impact of mentoring programs on African-American male students is a problem that needs continuous attention and ongoing efforts to address. The research was non-experimental and utilized a cross-sectional design to assess the effects of mentoring on African American males peer to peer relationships. The population used consisted of seventh and eighth grade African American male students who participated in a school based mentoring program. There was no statistical significance found in areas of age, parent's marital status or the socio-economic status of the participants, parents' income. Positive conclusions were determined and discussed as a part of the qualitative data.
Author: Theodore Robinson
Publisher:
ISBN:
Category : African American youth
Languages : en
Pages : 152
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Book Description
The impact of mentoring programs on African-American male students is a problem that needs continuous attention and ongoing efforts to address. The research was non-experimental and utilized a cross-sectional design to assess the effects of mentoring on African American males peer to peer relationships. The population used consisted of seventh and eighth grade African American male students who participated in a school based mentoring program. There was no statistical significance found in areas of age, parent's marital status or the socio-economic status of the participants, parents' income. Positive conclusions were determined and discussed as a part of the qualitative data.
Author: David G. Grant
Publisher:
ISBN:
Category : African American high school students
Languages : en
Pages : 136
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Book Description
The voices of Black male students labeled ED are seldom heard regarding their perspectives on education and their lives in general. By excluding their opinions, educators are missing an important aspect that could improve educational services for Black males with ED. Therefore, this study was undertaken to determine the implications of Web-based mentoring as a platform for Black male students with ED to articulate their thoughts on the factors that impact their behaviors and achievement. Mentoring as an intervention granted Black males with ED a platform to share their thoughts. Technology was used as an educational resource to academically engage students with ED. Mentoring and technology were combined in a Web-based mentoring model designed to simulate traditional mentoring. Individual mentoring was simulated using live video conferencing. Role modeling was simulated by featuring video clips of the mentor in authentic capacities and group mentoring discussions were simulated by featuring a participant blog on the web site. To determine the implication and emergent themes of Web-based mentoring, two Black males with ED in high school participated in the study. Results of the study revealed that the participant's behavior and achievement were impacted by negative school and home environments. For Student One, negative school environments, specifically poor peer relations, resulted in aggressive behaviors that interfered with his academic progress. He stated, "I thought it would be different in high school, but it is the same as middle school. Student Two expressed disappointment with his home environment stating, "With all I got going on, it is hard to focus on school." Implications of the model on attendance, achievement, and behavior did not demonstrate an appreciable impact. However, both student participants expressed satisfaction with the model and the opportunity to share their thoughts openly.
Author: Jennifer Lashelle McGinnis Toney
Publisher:
ISBN:
Category :
Languages : en
Pages : 318
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Book Description
The purpose of this study was to investigate how social learning theory and mentoring enhance the achievement of African-American male middle school students. The following research questions framed this study: In what ways might participation in the Constructivist Middle School mentoring program benefit underachieving African-American males? The following related questions guided the study: 1. How does the mentoring program affect the impact of academic, structural, and personal barriers on students' academic proficiency? 2. How does an action research process help key stakeholders make meaning of social learning theory, mentoring, and enhancing achievement among African-American males? The findings from this study indicate that the middle school students and mentors who participated in this action research felt the CMS Mentoring Program positively affected the academic, structural, and personal barriers of the students. Survey and interview methods were applied to help determine if the young men's participation in the program impacted their academic performance in middle school. Precisely, when answering the questions related to this particular area of the study, the participants overwhelmingly acknowledged the benefits of the mentoring experience on their middle school academics and behavior. Social learning theory was the theoretical framework that guided this study. This theory has evolved to suggest that if there is a close identification between the observer and the model and if the observer has a good deal of self-efficacy learning will most likely occur (Bandura, 1989). This study sought to answer how an action research process helps key stakeholders make meaning of social learning theory, mentoring, and enhancing achievement among African-American males. The official academic mentorship model that was developed included training mentors, identifying mentor requirements, and developing and implementing survey instruments to answer this question. The findings indicate critical to the success of a mentoring program is recognizing the importance of building positive relationships with group members through a show of commitment, clearly defined boundaries with consequences, and a willingness to listen to feedback from program participants (Bailey, 2005). The results of this study supported previous research and revealed that a mentoring program positively impacted the young men who participated in the program academically and behaviorally.
Author: David L. DuBois
Publisher: SAGE Publications
ISBN: 1483309819
Category : Education
Languages : en
Pages : 601
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Book Description
This thoroughly updated Second Edition of the Handbook of Youth Mentoring presents the only comprehensive synthesis of current theory, research, and practice in the field of youth mentoring. Editors David L. DuBois and Michael J. Karcher gather leading experts in the field to offer critical and informative analyses of the full spectrum of topics that are essential to advancing our understanding of the principles for effective mentoring of young people. This volume includes twenty new chapter topics and eighteen completely revised chapters based on the latest research on these topics. Each chapter has been reviewed by leading practitioners, making this handbook the strongest bridge between research and practice available in the field of youth mentoring.
Author: Baruti K. Kafele
Publisher: ASCD
ISBN: 1416612092
Category : Education
Languages : en
Pages : 130
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Book Description
One of the most vexing problems confronting educators today is the chronic achievement gap between black male students and their peers. In this inspiring and thought-provoking book, veteran educator Baruti K. Kafele offers a blueprint for lifting black males up and ensuring their success in the classroom and beyond. Motivating Black Males to Achieve in School and in Life offers proven strategies for getting black male students in middle school and high school to value learning, improve their grades, and maintain high standards for themselves. The author shows how simple but powerful measures to instill self-worth in young black males can not only raise these students' achievement, but also profoundly alter their lives for the better. This book will help you to help students * Reverse the destructive effects of negative influences, whether among peers or in the popular culture; * Surmount adverse conditions at home or in their communities; * Participate in mentorship programs with successful black male adults; and * Take pride in their heritage by learning about great figures and achievements in black history. Whether your school is urban or rural, all-black or mixed, you'll find this book to be an insightful resource that addresses the root causes of low achievement among young black males and offers a clear path to overcoming them.
Author: Theodore S. Ransaw
Publisher: MSU Press
ISBN: 1628952628
Category : Education
Languages : en
Pages : 175
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Book Description
Closing the Education Achievement Gaps for African American Males is a research-based tool to improve the schooling experience of African American males. Editors Theodore S. Ransaw and Richard Majors draw together a collection of writings that provide much-needed engagement with issues of gender and identity for black males, as well as those of culture, media, and technology, in the context of education. The distinguished and expert contributors whose work comprises this volume include an achievement-gap specialist for males of color, two psychologists, a math teacher, an electrical engineer, a former school principal, a social worker, and a former human rights commissioner. From black male learning styles to STEM, this book shows that issues pertaining to educational outcomes for black males are nuanced and complex but not unsolvable. With its combination of fresh new approaches to closing achievement gaps and up-to-date views on trends, this volume is an invaluable resource on vital contemporary social and educational issues that aims to improve learning, equity, and access for African American males.
Author:
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 286
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Book Description
The academic achievement gap is one of the most pervasive issues facing U.S. educators today. This problem has plagued American society since the abolition of slavery. This study investigated the effectiveness of school-based mentoring (SBM) in reducing the academic achievement gap between African American and White middle school students. The study also attempted to determine the most effective aspects of the SBM program for reducing the achievement gap. The Institute of Education Sciences (IES) collected data in 2009 for its evaluation of federally funded SBM programs. I quantitatively analyzed data from this source to establish a causal relationship between SBM and change in racial differences in grade-point average (GPA) in language arts and mathematics, before and after exposure to SBM. Additionally, this study sought to ascertain the influence that SBM program features: duration, frequency, relationship quality, and race of mentor have on the achievement gap. The results of this study showed that participation in SBM improved the academic performance of all students and had a stronger effect on the GPA of African American students. The study demonstrated that African American students were much more responsive to SBM program features that were White students. SBM sessions with a duration of 60 minutes at a frequency of 4 times per month, correlated with considerable gains in African American students' GPA. The results demonstrated a sizeable increase in African American students' GPA as a result of same-race mentoring. The contributions of these findings to the body of knowledge on SBM are discussed. Implications for school counselors and educators seeking for interventions targeted to reducing the achievement gap are provided.
Author: Dr. William Ross
Publisher: IAP
ISBN: 1623968038
Category : Education
Languages : en
Pages : 203
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Book Description
Mentoring African American Males provides important black male research and student performance data to guide the efforts of those who accept the enormous task of standing in the gap to increase black male achievement. Dr. Ross provides guidance for individuals and institutions embracing the important role of developing mentoring programs or serving as a mentor to youth. However, what makes Dr. Ross’ work such a critically important book for any individual or institution considering such a role is its insight into the social-cultural framework within which mentoring must occur at every level from elementary school through college. Equally insightful is the structure that such programs must take in response to the socio-cultural constructs of the families, communities, and institutions where they will occur. There are far more quantitative studies than qualitative on the topic of mentoring. This text addresses that discrepancy and provides the results of several qualitative studies on African American males. There is hardly any that offer a mixed method perspective that combine quantitative and qualitative methodological approaches. This text reports on the research results that are qualitative in nature in addition to some that are from a quantitative and mixed method approach.
Author: Malik S. Henfield
Publisher: IAP
ISBN: 1681231964
Category : Education
Languages : en
Pages : 250
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Book Description
Discussions and research related to the salience of Black male student needs and development in relation to their general success and well?being is well?documented in many fields. Indeed, many studies have found that healthy masculine identity development is associated with a number of positive outcomes for males in general, including Black males. In school counseling literature, however, this discussion has been relatively absent—particularly regarding those students living in urban contexts. Indeed, research devoted to the study of Black males in the school counseling literature focuses almost exclusively on race and issues associated with its social construction with only cursory, if any, attention given to their masculine identity development as a function of living in urban communities and attending urban schools. Based on this lack of information, it is probably a safe assumption that intentional, systematic, culturally relevant efforts to assist Black males in developing healthy achievement and masculine identities based on their unique personal, social, academic experiences and future career goals are not being applied by school counselors concerned with meeting students’ needs. School counselors are in a unique position, nonetheless, to lend their considerable expertise—insights, training and skills—to improving life outcomes among Black males—a population who are consistently in positions of risk according to a number of quality of life indicators. Without knowledge and awareness of Black males’ masculine identity development in urban areas, coupled with the requisite skills to influence the myriad factors that enhance and impede healthy development in such environments, they are missing out on tremendous opportunities which other professions appear to understand and, quite frankly, seem to take more seriously. As such, this book proposes to accomplish two specific goals: 1. Highlight the plight of Black males with specific emphasis on the ecological components of their lives in relation to current school culture and trends. 2. Encourage school counselors to give more thought to Black male identity development that takes into consideration differential experiences in society as a whole, and schools in particular, as a function of the intersection of their race, as well as their gender. The first rationale for this book, then, is to highlight the plight of Black males with specific emphasis on the ecological components of their lives in relation to current school culture and trends (e.g., standards?based accountability practices) in urban environments. However, I recognize the role of school counselors has never been fully integrated into educational reform programs. As such, their positions are often unregulated and determined by people in positions of power who do not understand their training, job?specific standards and, thus, potential impact on the lives of Black male students. As a result, their vast potential to develop strong interventions designed to address the myriad racial and masculine factors that serve to enhance and impede Black males’ academic achievement is often unrealized. Therefore, the second reason for this special issue is to include the scholarship of professional school counselors and counselor educators with policy change in mind. Scholars will be invited to contribute manuscripts that explore race, masculinity and academic achievement in relation to the role of school counselors. This is designed to encourage school counselors and counselor educators to give more thought to Black male identity development that takes into consideration differential experiences in society as a whole, and schools in particular, as a function of the intersection of their race, as well as their gender.
Author: National Academies of Sciences, Engineering, and Medicine
Publisher: National Academies Press
ISBN: 0309497299
Category : Education
Languages : en
Pages : 307
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Book Description
Mentorship is a catalyst capable of unleashing one's potential for discovery, curiosity, and participation in STEMM and subsequently improving the training environment in which that STEMM potential is fostered. Mentoring relationships provide developmental spaces in which students' STEMM skills are honed and pathways into STEMM fields can be discovered. Because mentorship can be so influential in shaping the future STEMM workforce, its occurrence should not be left to chance or idiosyncratic implementation. There is a gap between what we know about effective mentoring and how it is practiced in higher education. The Science of Effective Mentorship in STEMM studies mentoring programs and practices at the undergraduate and graduate levels. It explores the importance of mentorship, the science of mentoring relationships, mentorship of underrepresented students in STEMM, mentorship structures and behaviors, and institutional cultures that support mentorship. This report and its complementary interactive guide present insights on effective programs and practices that can be adopted and adapted by institutions, departments, and individual faculty members.
