African American Males' Success in Completing High School: The Impact of Mentoring Programs

Autor/in	Jenkins-Williams, Mary E.
Titel	African American Males' Success in Completing High School: The Impact of Mentoring Programs
Quelle	(2013), (202 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3033-2632-5
Schlagwörter	Hochschulschrift; Dissertation; African American Students; Males; Graduation; High School Graduates; Critical Theory; Race; Interviews; Questionnaires; Content Analysis + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Male; Männliches Geschlecht; Abschluss; Graduierung; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Kritische Theorie; Rasse; Abstammung; Interviewing; Interviewtechnik; Fragebogen; Inhaltsanalyse
Abstract	Within a local school district, the dropout rate among African American males is among the highest in the United States. There is ample research on these dropout rates among African American males; however, what remains understudied are the experiences of young African American males who have successfully negotiated 4 years of high school to graduate, despite the dropout rate. The purpose of this case study was to understand the success of 6 African American male high school graduates aged 18 and 19 years. Using the critical race theoretical foundation, data were collected through in-depth interviews, questionnaires, and document analysis to examine the research questions regarding the influence of informal and formal mentoring programs on these young men in completing high school. Data were analyzed through content analysis and coding, from which themes emerged that addressed the research questions. According to study results, informal and formal mentoring programs have had a meaningful impact in the students' lives and contributed to their completion of high school. This study leads to positive social change by providing administrators and the educational community information on ways to implement successful mentoring programs that can increase the number of African American males who graduate high school and lead productive lives. The critical race theory supports the development and implementation of a professional development workshop that empowers teachers, coaches, administrators and counselors to work together to support the African American male student so that academic achievement in high school is possible. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01