Mentors' Perceptions of a University-School Partnership through a Student African American Mentoring Initiative

Autor/in	Gilman, Amanda
Titel	Mentors' Perceptions of a University-School Partnership through a Student African American Mentoring Initiative
Quelle	(2014), (158 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Indiana State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3038-5632-7
Schlagwörter	Hochschulschrift; Dissertation; Mentors; College School Cooperation; Models; African American Students; Males; Program Descriptions; Alienation; Semi Structured Interviews; Grounded Theory; Student School Relationship; School Counselors; Stereotypes; Student Attitudes; Role Models; Social Isolation; Focus Groups; Indiana + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Analogiemodell; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Male; Männliches Geschlecht; Entfremdung; Schüler-Lehrer-Beziehung; School counselor; Beratungslehrer; Pädagogischer Berater; Klischee; Schülerverhalten; Identifikationsfigur; Soziale Isolation
Abstract	The participants in this study were 10 African American male college mentors at Indiana State University who participated in the Indiana State University Student African American Male Mentor Program, one school counselor, and two members of the Student African American Brotherhood administration. The study examined potential benefits to mentors, such as an enhanced feeling of connection and motivation, alleviation of feelings of alienation or isolation, counteracting of negative peer impact, and increased attachment to the university. All participants took part in semi-structured interviews and three mentors took part in a focus group. Grounded theory was used to analyze the data and create a description of the experiences and perceptions of the mentors. Several themes emerged from the data collected. The findings were that being a mentor held significant personal meaning for the mentors. Being a mentor did provide the mentors with a sense of belonging to the university. Mentoring also served to help the mentors stand out as role models and helped them create connections to campus leaders. Sharing experiences and making connections with those that were mentored was a valuable experience for the mentors. Black men's issues, such as lacking role models, feeling stuck and feeling excluded, and "acting White," were themes that were discussed extensively by the mentors. Overall, the participants in this study used their role as mentor to serve the younger generation of African American men they were mentoring. The young African American mentors in this study were not hindered by the stereotypes and negative expectations that have historically plagued them. [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