Addressing the Academic and Social Needs of Young Male Students through School-Based Mentoring

Autor/in	Alston, Curtis E.
Titel	Addressing the Academic and Social Needs of Young Male Students through School-Based Mentoring
Quelle	(2013), (134 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2678-6516-8
Schlagwörter	Hochschulschrift; Dissertation; Males; Student Needs; Elementary School Students; Public Schools; African American Students; Grade 3; Grade 4; Grade 5; At Risk Students; Qualitative Research; Surveys; Academic Achievement; Achievement Gains + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Male; Männliches Geschlecht; Public school; Öffentliche Schule; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Qualitative Forschung; Survey; Umfrage; Befragung; Schulleistung; Achievement gain; Leistungssteigerung
Abstract	This study addressed the problem within the U.S. public school system to sustainably meet the academic and social needs of its African American male students. The administrative team of the elementary school in this study desired an evaluation of a school-based male mentoring program that was designed to address these needs. The program, Gentlemen on a Mission, focused on students in 3rd through 5th grades. The research questions addressed the extent to which the program met the social and academic needs of the school's at risk male student participants. The theoretical framework for this study included Maslow's hierarchy of needs theory and Alderfer's existence, relatedness, and growth theory. A qualitative micro-level program evaluation approach was used. Survey data were collected from students and mentors; archival student achievement and discipline data were also collected and reviewed. Analyses included coding survey responses by program goals, triangulating findings for student and mentor participants, and descriptive reporting of academic and discipline data. Results revealed that all program participants perceived the program positively for its social and academic benefits. For students, steady academic progress in reading and math on county benchmark assessments and decrease in discipline referrals were documented. Recommendations for the program were that mentors focus on direct instruction, collaborate with grade level teachers, and use student data to guide mentoring activities. Positive social change might occur for students and communities if schools implement mentoring programs to prevent negative behaviors and improve academic performance of at-risk young male students. [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