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ERIC Number: EJ878480
Record Type: Journal
Publication Date: 2009
Pages: 13
Abstractor: As Provided
Reference Count: 36
ISSN: ISSN-0022-2984
Mentoring Urban Black Middle School Male Students: Implications for Academic Achievement
Gordon, Derrick M.; Iwamoto, Derek K.; Ward, Nadia; Potts, Randolph; Boyd, Elizabeth
Journal of Negro Education, v78 n3 p277-289 Sum 2009
Researchers have called for innovative and culturally responsive intervention programs to enhance male, Black middle school students' academic achievement. Mentoring has received considerable attention as a novel remedy. Although anecdotal evidence supports the positive role of mentoring on academic achievement, these results are not consistent. The Benjamin E. Mays Institute (BEMI) builds on the ideals of mentoring to counter the effects of academic underachievement among adolescent Black males by building a model that is Afrocentric; uses prosocial modeling; and emphasizes cultural strengths and pride, and single-sex instruction in a dual-sex educational environment. From a sample of sixty-one middle school Black males, results revealed that students in the BEMI program had significantly greater academic attachment scores and academic success than their non-mentored peers. Additionally, racial identity attitudes of immersion/emersion and internalization and identification with academics were also significantly associated with standardized achievement tests and GPA. Policy and practice implications are discussed. (Contains 2 tables.)
Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Connecticut
Identifiers - Assessments and Surveys: Connecticut Mastery Testing Program; Racial Identity Attitude Scale