Collegiate Equity Mentoring Matrix: A Culturally Relevant Framework for the Meaningful Mentoring of Black Male Students

This dissertation reports on a qualitative analysis of the mentoring experiences of 22 successful Black males at the University of Mississippi. Several theories were used to frame the analysis. Bozeman and Feeney’s (2007) mentoring conceptualization helps to exact an operational definition for mentoring for the analysis. Theories describing the competition between the political interests which shape educational environments (Labaree, 1997) and student motivations to persist to graduation (Tinto, 2016) help to contextualize the barriers to success students encounter in college. Crisp and Cruz’s (2009) college mentoring theory helps to consider the potential for mentoring to support student success in college. Finally, Cross’ (1995) Nigrescence theory, Robinson and Howard-Hamilton’s (1994) Afrocentric Resistance model, and Bandura’s theory on self-efficacy (1994) scaffold the analysis of how identity affects Black males’ mentoring relationships and experiences.

Name thesis:degree_name

Ed.D. in Education

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Year dc:date.available

2019

Author dc:creator

• Edney, Norris Allen

Contributors dc:contributor

• Amy E. Wells Dolan
• Katrina Caldwell
• Donald Cole

• Black Males
• Equity
• Framework
• Mentor
• Predominantly White Institution
• Success
• Education

Repository record dc:identifier

https://egrove.olemiss.edu/etd/1549

OAI identifier oai:identifier

oai:egrove.olemiss.edu:etd-2548