Author: Lance A. RobertPublisher:
ISBN:
Category :
Languages : en
Pages : 0
Book Description
The impact of community-based mentoring on African American boys using an attribution-retraining curriculum
Author: Lance A. RobertMentoring Young Men of Color
Author: Horace R. HallPublisher: R&L Education
ISBN: 1461649935
Category : Education
Languages : en
Pages : 147
Book Description
Mentoring Young Men of Color: Meeting the Needs of African American and Latino Students examines the subject of youth mentoring through a cultural lens. The work not only investigates the value of school-based mentoring in the lives of these youngsters, but also offers alternative and constructive ways in which our society can experience and embrace this social group. Positioning mentoring as a cultural practice, this book informs schools and communities of their ethical role and responsibility in fighting the public assault on America's youth by helping young males of color develop a deeper sense of self-awareness and the power they possess.
The Impact of Mentoring on African-American Males Who Test Into Remedial Courses at a Predominantly White Community College
Author: Leonard C. BassPublisher:
ISBN:
Category : School management and organization
Languages : en
Pages :
Book Description
Ed. D.
Resources in Education
Author: Case Study
Author: Valerie Y. RobertsonPublisher:
ISBN:
Category : African American community college students
Languages : en
Pages : 179
Book Description
The purpose of this case study is to explore a mentoring program designed for African American male community college students at a Pacific Northwest community college. Community college practitioners can use the knowledge gained from this study as a best practice to increase the persistence and success of African American male students as well as other under- represented populations. Primary questions guiding this study focused on the needs of the target student population, social and academic integration issues, and the value of mentoring programs in promoting persistence and success. The study was conducted using the Interpretive Social Science approach utilizing case study methodology and individual in-depth interviews with administrative staff, faculty mentors, and student participants. A common theme that occurred is a sense of cultural affiliation with mentors and other student participants. Additional mentoring needs identified include navigation assistance along with a feeling of instructor investment in their education. The factors students found to be most useful include cultural affiliation, instructor investment, instilling confidence, and empowerment. Least useful factors include issues of program ownership, credibility, and the perceived lack of resources. Areas for additional research include exploring peer-to-peer mentoring, conducting focus groups with graduates, and cultural competence training for faculty and staff.
Effects of School-based Mentoring on Black Male Student Achievement and Peer to Peer Relationships
Author: Theodore RobinsonPublisher:
ISBN:
Category : African American youth
Languages : en
Pages : 152
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.
The Effect of Mentoring on the Undergraduate Experience of African American Males at a Public Research Institution
Author: Avaeta AhluwaliaPublisher:
ISBN:
Category :
Languages : en
Pages : 206
Book Description
African American men account for only 12.2% of total postsecondary enrollment -- inclusive of both community colleges and 4-year institutions -- nearly 3% less than the number of African American women enrolled (15.5%) in 2015 (Digest of Educational Statistics, 2016). Being underrepresented at a large research university can have a detrimental effect, particularly on students of color. They often feel isolated and question their academic abilities (Chesler, Lewis, & Crowfoot, 2005). Often, without a sense of community, a student's educational attainment can suffer. To build this community and to improve student connectedness and involvement, a range of student support services are commonly provided by universities to address both student academic and social needs. Student groups built around common interests and shared goals can be an effective way to connect with others on campus (Dubois, 2014). Past studies have also shown a positive and significant correlation between mentoring relationships and academic persistence (Brittian, Sy, & Stokes, 2009; Crisp & Cruz, 2009; Nora & Crisp, 2007; Satyanarayana, Li, & Braeneky, 2014). This qualitative study included personal interviews with four African American/Black male undergraduate students at a large, public research institution. The purpose of the study was to better understand the impact, if any, that participation in a mentoring program specifically designed for African American/Black male students had on their undergraduate experience. The study focused on a student's educational experience before and after participating in the mentoring program. Overall, participating in the mentoring program positively impacted the students' undergraduate experience by providing a space in which they felt comfortable discussing barriers they felt on campus, felt a sense of community and brotherhood, and learned necessary skills for student success. Participating in the program enhanced the students' campus engagement by validating their negative experiences on campus, provided positive counter spaces, allowed for positive interactions with staff and faculty, and increased the students' sense of belonging.
Resources in Education
Author: Current Index to Journals in Education
Author: After-School Centers and Youth Development
Author: Barton J. HirschPublisher: Cambridge University Press
ISBN: 1139497995
Category : Psychology
Languages : en
Pages :
Book Description
This book examines after-school programs in light of their explosive growth in recent years. In the rush to mount programs, there is a danger of promoting weak ones of little value and failing to implement strong ones adequately. But what is quality and how can it be achieved? This book presents findings from an intensive study of three after-school centers that differed dramatically in quality. Drawing from 233 site visits, the authors examine how – and why – young people thrive in good programs and suffer in weak ones. The book features engaging, in-depth case studies of each of the three centers and of six youths, two from each center. Written in a highly accessible style for academics, youth workers, after-school program leaders and policy makers, the study breaks new ground in highlighting the importance of factors such as collective mentoring, synergies among different programs and activities, and organizational culture and practices.