Experiences of Girls and Mentors with an Urban Kenyan Afterschool Support Program

Autor/inn/en	Abuya, Benta A.; Muhia, Nelson; Mokaya, Peter
Titel	Experiences of Girls and Mentors with an Urban Kenyan Afterschool Support Program
Quelle	In: Journal of Educational Research and Practice, 9 (2019) 1, S.436-452 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2167-8693
Schlagwörter	Foreign Countries; Females; Womens Education; Mentors; After School Programs; Urban Areas; Student Attitudes; Achievement Gains; Homework; Student Motivation; Academic Aspiration; Barriers; Gender Bias; Parent Influence; Success; Role Models; Adolescents; Low Income Students; Intervention; Poverty; At Risk Students; Elementary Secondary Education; College Students; Counselors; Community Involvement; Academic Achievement; Self Esteem; Kenya (Nairobi) + Suchen Sie Ihr Suchwort? Ausland; Weibliches Geschlecht; 'Women''s education'; Frauenbildung; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Urban area; Stadtregion; Schülerverhalten; Achievement gain; Leistungssteigerung; Hausaufgabe; Schulische Motivation; Geschlechterstereotyp; Erfolg; Identifikationsfigur; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Armut; Collegestudent; Counselor; Counsellor; Counsellors; Berater; Schulleistung; Self-esteem; Selbstaufmerksamkeit
Abstract	This article explores the experiences of female mentees and their mentors in an afterschool support program in two informal urban settlements in Nairobi, Kenya. We sought the perspectives of mentees and mentors to identify what has changed concerning the education and social lives of the girls because of this education intervention. Data come from a qualitative component of the midterm survey collected in May 2014 using in-depth interviews and focus group discussions. The results show improvements in the English and math courses in which support with homework was given; girls were motivated to stay in school and had a higher aspiration for school. However, challenges remained, as some parents did not provide adequate support to their daughters. Overall, the program highlights the role of other significant players and reinforces the out-of-school mentor support for girls' success in school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01