A case study of the Concerned Black Men of Richmond mentor program for African American males: program structure and practices, perceptions of strengths and weaknesses, mentor-protege relationships

This research project was designed to conduct a study of the Concerned Black Man (CBM) of Richmond, a mentorship program for African American males. The specific purposes of the study were to: (1) identify program structure and practices; (2) identify program strengths and weaknesses as perceived by key players; (3) examine the nature of mentor-protege relationships. The population consisted of 33 persons (executive board members, mentors, proteges, parents, business/community leaders, and school officials) involved with the CBM program. The methods of research employed were document collection, observations, unstructured interviews, and focus groups. Conclusions drawn from the study suggest that the Concerned Black Men consist of a small group of dedicated males who operate and administer the entire program. Evidence suggests that although the program has had a positive impact on program participants, the absence of full time staff gives way to a general lack of infrastructure which contributes to uneven and inconsistent program policies and practices. Commitment of the CBM members, youth activities, transportation, and CBM resourcefulness emerged as strengths by key players. Weaknesses cited were membership, communications, and organizational structure. CBM espouses a group approach to mentoring, therefore, formal matching is not encouraged. It is significant that all proteges formed relationships with the same mentor; on the other hand, only one mentor had formed a relationship with either of the proteges interviewed. Both mentors and proteges conveyed that the relationship (1) started in a bi-monthly CBM activity; (2) centered around group-sponsored activities, twice a month; (3) consisted of primarily school-related conversation; (4) was fairly close; (5) gave them positive feelings; and (6) generally effected a positive change in their behavior. The argument is supported that a successful mentoring program requires a solid infrastructure, consistently stated goals and an essential supply of manpower.

Name thesis:degree_name

Doctor of Education

Level thesis:degree_level

doctoral

Discipline thesis:degree_discipline

Educational Administration

Department dc:contributor.department

Educational Administration

Grantor dc:publisher

Virginia Tech

Year dc:date.issued

1994

Author dc:creator

• Coward-Reid, Mattie Francine

Chairs dc:contributor.committeechair

• Underwood, Kenneth E.
• Richards, Robert R.

Committee members dc:contributor.committeemember

• Conley, Houston
• Fortune, Jimmie C.
• Thompson, Thelma B.

Statement dc:rights

• In Copyright

Licence dc:rights.uri

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

Language dc:language.iso

en

Dc Identifier Other

etd-10242005-174022

OAI identifier oai:identifier

oai:vtechworks.lib.vt.edu:10919/40162