Literaturnachweis - Detailanzeige
| Autor/inn/en | Jackson, Jerlando F. L.; Mathews, Jerry G. |
|---|---|
| Titel | An Evaluation of the Target Success Mentor Program. |
| Quelle | (1999), (16 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Black Students; College School Cooperation; High Risk Students; Higher Education; Junior High School Students; Junior High Schools; Males; Mentors; Partnerships in Education; Program Evaluation; Public Schools |
| Abstract | Auburn University's Office of Minority Advancement, in conjunction with Auburn Junior High School, implemented a joint program to assist at-risk African-American male students while at Auburn Junior High School. Using the help of faculty and trained college student mentors, the Success in Reading Program was designed to enhance successful matriculation of minorities into Auburn High School. Auburn University faculty members conducted monthly seminars that addressed such issues as social skills, study strategies, learning skills, and career counseling. Student mentors guided mentees through the program. A summer program offered expert instruction and emphasized age-appropriate sports instruction and skills development as well as instruction in alcohol/drug abuse prevention, nutrition, personal health, career opportunities, and job responsibilities. Each mentee was tracked throughout the program. Evaluation involved survey questionnaires. Each mentee, mentor, and guest speaker completed a survey questionnaire during one seminar session and again, later, by mail. The evaluation examined the effectiveness of recruitment methods, mentoring workshops, and the mentoring process. Results indicated that the program was able to help retain at-risk African-American males in the public schools. The program made a positive impact on mentees' lives. Mentors believed the program was planned and implemented in an organized way. Guest speakers also considered the program effective. The surveys and a participant letter are appended. (SM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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