ERIC Number: EJ1054147
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Reference Count: 56
Mentoring and Academic Performance of Black and Under-Resourced Urban Middle Grade Students
Biggs, Shirley A.; Musewe, Lucas O.; Harvey, Jean P.
Negro Educational Review, v65 n1-4 p64-86 2014
Our study examines the impact of adult mentoring on Black, under-resourced, urban, middle grade students. First, we explore impact of mentoring on grades earned in the context of a comprehensive program which included one-on-one mentoring and an array of out-of-school enrichment activities. We also examine the nature of mentor-mentee engagement during mentoring interactions. Descriptive statistics were used to compare mean differences in grade point averages (GPAs) of students in the comprehensive program with those in the non-comprehensive (one-on-one mentoring only) program. Comprehensive Program mentees earned higher GPAs than non-comprehensive mentees overall in mathematics, reading, and science. Further, when reading GPAs of the groups were compared, the mean difference was statistically significant at the 0.05 level. An independent samples t-test for equality of means was also used to explore the impact of mentor-mentee engagement. Results from this examination highlighted the importance of the intensity and content of engagement during mentor-mentee interactions.
Descriptors: Mentors, Academic Achievement, African American Students, Disproportionate Representation, Urban Education, Middle School Students, Statistical Analysis, Grade Point Average, Comprehensive Programs, Mathematics Achievement, Reading Achievement, Science Achievement, Statistical Significance, Interpersonal Relationship, Learner Engagement
Negro Educational Review, Inc. NER Editorial Offices, Fayetteville State University, 1200 Murchison Road, Fayetteville, NC 28301. Tel: 910-672-1111; Web site: http://www.uncfsu.edu/ner
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools
Authoring Institution: N/A