DON’T FALL BY THE WAYSIDE: HELPING ADOLESCENT AFRICAN AMERICAN MALES VALUE EDUCATION THROUGH MENTORING IN A THREATENING ERA

The greatest and most persistent lag in academic achievement in the United States is between African American males and all other groups of students. This study was designed to investigate one possible approach to ameliorating the gap: a school-based mentoring program that helps African American males internalize a positive racial-ethnic identity regarding their academic-self competency and possible future-selves. This study 1) examined the quality of 6th grade African American young males experience in a school-based mentoring program, 2) examined the impact of the program in terms of participants’ racial-ethnic identities in their grade point averages, academic achievement, behavior, academic self-efficacy, and possible future selves. Qualitative findings showed the mentees enjoyed the mentoring program as it allowed for meaningful interactions with guest speakers and co-learning with classmates. Academic self-efficacy findings revealed the mentees grew in their understanding that academic work may be rigorous, but persistence is key. For possible future-selves, the mentees were motivated to pursue different career-paths, believed that more things were possible in life, along with being prompted to take school more seriously. Quantitative results showed there were positive increases in the mentees’ perception of their racial ethnic-identity and grade point average. There was also statistically significant data in the academic self-efficacy and possible future-selves. The results of an ANOVA showed a statistically significant difference in the mentees’ academic self-efficacy. The results of an ANOVA showed a statistically significant difference in the mentees possible future-selves. Additionally, the mentees’ possible future-selves Cohen’s d test showed a large effect size.

Grantor dc:publisher

Temple University. Libraries

Year dc:date.issued

2020

Author dc:creator

• Fadeyibi, Olufemi

Advisor dc:contributor.advisor

• Smith, Michael W. (Michael William), 1954-

Committee members dc:contributor.committeemember

• Johnson, Jennifer M., 1970-
• Haviland, Joseph
• Olanoff, Beth

• African studies
• Educational sociology
• Educational psychology
• Adolescence
• African American
• Community-based mentoring
• Males
• Mentoring
• School-based mentoring

Statement dc:rights

• IN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available.

Licence dc:rights.uri

• http://rightsstatements.org/vocab/InC/1.0/

Language dc:language.iso

eng

Handle dc:identifier.uri

http://hdl.handle.net/20.500.12613/2838

OAI identifier oai:identifier

oai:scholarshare.temple.edu:20.500.12613/2838