Date

5-22-2024

Department

School of Behavioral Sciences

Degree

Doctor of Philosophy in Psychology (PhD)

Chair

Donna Busarow

Keywords

at-risk students, youth mentoring, mentoring programs, mentor intervention, mentor outcomes, mentor effects, mentor comparison, mentor + randomized control trial, and mentor-mentee relationship

Disciplines

Educational Psychology | Psychology

Abstract

It is necessary to consider and implement a strategy to close the academic performance gap, particularly for at-risk adolescents in urban school districts. Mentoring programs have been around for a long time and continue to be successful. This research study's goal was to investigate the influence at-risk adolescents in an urban school district get from a school-based mentorship program. The study had a total of 40 participants (10 mentors, 8 parents, 10 teachers, 10 students, and 2 administrators). The study employed a mixed methods research strategy. Using a quantitative method approach, the researcher investigated whether a mentorship program had significant impacts on at-risk children's attendance, I-Ready scores, and behavior referrals. The student’s scores on the pre-and post-tests were computed and ranked using the Wilcoxon Signed Ranks Test. The same test was utilized to compare behavior referrals, and attendance from the fall semester to the spring semester of the current academic year. Focus groups and interviews were used to gather qualitative information and were both recorded using Zoom. The results indicated that school-based mentoring had a statistical significance on student I-Ready test scores, attendance, grade point average, and discipline referrals. The study closed with implications, limits, and suggestions for further research on mentoring initiatives in schools.

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