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ERIC Number: EJ1104290
Record Type: Journal
Publication Date: 2015
Pages: 16
Abstractor: As Provided
ISSN: ISSN-1361-1267
Answering the Call: How Group Mentoring Makes a Difference
Altus, Jillian
Mentoring & Tutoring: Partnership in Learning, v23 n2 p100-115 2015
Mentoring programs answer the call for social justice for many students who are in success-inhibiting environments. This study employed a case study design to investigate the perceived benefits from a group mentoring program. Data was collected from pre- and post-assessments focus groups, and artifacts. Four participant benefits were revealed: comfort, non-academic support, academic support, and safety. This study argues that group mentoring offers a viable option to traditional mentoring approaches. Additionally, recommendations include further exploration into benefits from other types of group mentoring programs. Schools with scarce volunteers and monetary resources could benefit from the implementation of this mentoring approach.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A