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ERIC Number: ED559847
Record Type: Non-Journal
Publication Date: 2013
Pages: 169
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3033-2818-3
ISSN: N/A
Experiences and Perceptions of Mentors in a Community Mentoring Program for At-Risk Students
Allen, Belinda K.
ProQuest LLC, Ed.D. Dissertation, Walden University
This phenomenological case study explored the perceptions and experiences of mentors who work for a community-based mentoring program that was created to provide at-risk minority students with male role models. Most studies from the past 20 years have assessed mainly the academic, social, and emotional outcomes of mentoring among at-risk minority students. Previous research has suggested that current studies focus on identifying specific process-level factors that could be critical for good mentoring outcomes. This study was built on the social development theory of Lev Vygotsky, Urie Bronfenbrener's theory of ecological systems, and the humanistic theory of child development as discussed by Carl Rogers and Karen Horney. The guiding questions in this research related to the experiences and perceptions of mentors as they form relationships conducive to building social and academic skills with at-risk students. A gatekeeper provided the names of 10 mentors as a purposeful sample for interviews and observations. Decoding the interview and observational fieldnotes provided the opportunity to share information on experiences and practices relevant to the development of immediate and external influences on the development of at-risk students. The major findings from this case study work generated 4 main themes for a training workshop: building rapport, fostering relationships, establishing lifelong survival skills, and navigating challenges. The positive social change implications for this study include knowledge that is useful for teachers, administrators, community leaders, and other researchers searching for strategies that promote good mentoring outcomes for at-risk students. [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: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A