Mentoring Disadvantaged Gifted Children and Youth.

Autor/in	Shaughnessy, Michael F.
Titel	Mentoring Disadvantaged Gifted Children and Youth.
Quelle	(1992), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Academically Gifted; College Students; Disadvantaged Youth; Educationally Disadvantaged; Elementary School Students; Elementary Secondary Education; Higher Education; Interpersonal Relationship; Mentors; Minority Group Children; Modeling (Psychology); Secondary School Students; Social Problems; Special Needs Students; Student Problems; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Collegestudent; Benachteiligter Jugendlicher; Hochschulbildung; Hochschulsystem; Hochschulwesen; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Modeling; Modelling; Modellierung; Sekundarschüler; Social problem; Soziales Problem; Sonderpädagogischer Förderbedarf; Studienproblem; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	In spite of increasing amounts of attention given to mentoring in recent years, it appears that the disadvantaged child is not being mentored, and that his or her educational needs are not being addressed. Some possible reasons why so little mentoring of minority students occurs, or reasons why so little is heard about what does occur, are suggested. These reasons relate primarily to higher education, and include: (1) students who were mentored are unable financially to complete their educations; (2) family expectations may interfere with education; (3) mentored students may become lost in an educational bureaucratic shuffle; (4) life events may derail a student; (5) elementary and secondary education may not have adequately prepared a student; (6) potential mentors may not have wanted to invest the time; (7) mentored students may not have learned necessary skills for achieving success; (8) student involvement in drugs and alcohol may terminate growth and development; (9) a mentor may not have been an adequate role model; (10) some mentors may not relate well to the culturally different and disadvantaged; (11) some students do not fit the mentor's mold; (12) support systems may be lacking in colleges; (13) some mentors simply do not have enough time; and (14) the college or university may have other priorities for those who would be good mentors. There is a 10-item list of references. (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01