Experiences and Perceptions of Mentors in a Community Mentoring Program for At-Risk Students

Autor/in	Allen, Belinda K.
Titel	Experiences and Perceptions of Mentors in a Community Mentoring Program for At-Risk Students
Quelle	(2013), (169 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3033-2818-3
Schlagwörter	Hochschulschrift; Dissertation; Mentors; Community Programs; Phenomenology; Case Studies; Attitudes; Males; Role Models; Minority Group Students; Social Development; Ecology; Humanism; Child Development; Academic Achievement; Interviews; Observation; Interpersonal Relationship; Daily Living Skills; At Risk Students + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Phenomenological psychology; Phänomenologie; Psychologie; Case study; Fallstudie; Case Study; Attitude; Einstellung; Verhalten; Male; Männliches Geschlecht; Identifikationsfigur; Soziale Entwicklung; Ökologie; Humanismus; Kindesentwicklung; Schulleistung; Interviewing; Interviewtechnik; Beobachtung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Alltagsfertigkeit
Abstract	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.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01