The Perceived Impact of Educational Management Organization Mentors among Former High School Dropouts Who Subsequently Graduated High School

Autor/inn/en	Hickman, Greg; Anderson, Shannon
Titel	The Perceived Impact of Educational Management Organization Mentors among Former High School Dropouts Who Subsequently Graduated High School
Quelle	In: Journal of At-Risk Issues, 22 (2019) 1, S.1-8 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-1608
Schlagwörter	High School Students; Dropouts; Mentors; Educational Administration; Organizations (Groups); Graduation Rate; Prevention; At Risk Students; Case Studies; Interpersonal Relationship; Hispanic Americans; Whites; Student Motivation; Caring; Educational Experience; High School Graduates; Program Descriptions; Teacher Student Relationship + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Bildungsverwaltung; Schuladministration; Schulverwaltung; Prävention; Vorbeugung; Case study; Fallstudie; Case Study; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Hispanic; Hispanoamerikaner; White; Weißer; Schulische Motivation; Care; Pflege; Sorge; Betreuung; Bildungserfahrung; Graduate; Graduates; Absolvent; Absolventin; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	The high school dropout problem has been the focus of educational leaders and researchers for several decades. Despite efforts, students continue to drop out of high school. In an effort to prevent at-risk youth from dropping out of school, educators have paired mentors with youth in hopes of increasing graduation rates. These efforts have produced mixed results at best. Given such, Educational Management Organizations (EMOs) have surfaced in recent years to provide educational support to help students who once dropped out to graduate high school. A major component of EMOs is pairing employed mentors with students. The purpose of this qualitative case study was to gain an understanding of how mentors employed by EMOs helped former high school dropouts graduate high school. Using survey sampling, 34 participants responded to open-ended questions regarding their experiences with their mentors. The sample included 27 females and 7 males ages 18-24 of Hispanic and Caucasian ethnic backgrounds. The open-ended questions were analyzed using thematic analysis. The resulting themes were (a) communication, (b) encouragement, (c) motivation, (d) understanding, and (e) caring. Findings from this study may help inform educators how to improve communications with youth at risk for dropping out of school. (As Provided).
Anmerkungen	National Dropout Prevention Center. 3325 Hwy 81 N, Anderson, SC 29621. Tel: 864-642-6372; e-mail: ndpc@dropoutprevention.org; Web site: http://dropoutprevention.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01