NotesFAQContact Us
Search Tips
ERIC Number: ED546221
Record Type: Non-Journal
Publication Date: 2012
Pages: 198
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2676-0601-3
Brother, Will You Lend a Hand? Perceptions of Undergraduate African American Male Proteges' Formal Mentoring Journey
Mason, John Leonard, Jr.
ProQuest LLC, Ph.D. Dissertation, Mercer University
African American males fail to graduate from colleges and universities as compared to any other demographic. The impact of this non-completion failure continues to touch the African American family structure, community stability, economic reduction at all levels, and an increasing situational hopelessness. The literature surrounding the struggles of African American males in the collegiate setting addresses the affect of campus climate, personal preparation, institutional responsibility, societal inequalities, developmental inadequacies, educational interventions, and faculty engagement. The relationship between academic resiliency theory and relational mentoring theory connects the plight of African American males not graduating from college to the educational intervention of formal mentoring, an approach that examines the developing academically resilient traits within students, while encouraging the creation of growth-fostering relationships, theoretically catalyzes the "Tintonian" triggers (Academic adaptation, social integration, and faculty engagement) necessary for the African American males' fulfillment of graduation efficacy. A phenomenological lens was used to extract the lived experiences of seven African American proteges within the Mentor College Mentoring program (MCM). The rich composite narrative led to the assignment of five themes: Environment/Sense of Community, Coping Strategies, The Complexity of Formal Mentoring, It Takes a Community to Raise a Graduate, and Synergy. The findings of the study held that the MCM program formed a relational sense of community, utilizing fictive kinship bonds, in which proteges perceived as a "safe space" where role definition, maturation process exploration, and training to compensate for the inherently unequal terrain of the higher education landscape took place. The study also held that the mentor-protege relationship served as a catalyst in the formation of coping strategies that reinforced traits of academic resiliency, namely: self-efficacy, planning, control, decreased anxiety, and persistence. The study demonstrated that the mentoring function in the higher education context was highly complex and pronounced by components outside of the psychosocial or vocational arenas. The study also underscored the necessity of Mentor College collectively producing graduates, which completed their program of study on time. Future research may focus on: community development and persistence, correlations between learning outcomes and academic resilient traits, and safe spaces for African American males. [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:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A