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dc.contributor.advisorSmith, Michael W. (Michael William), 1954-
dc.creatorFadeyibi, Olufemi
dc.date.accessioned2020-11-04T15:19:36Z
dc.date.available2020-11-04T15:19:36Z
dc.date.issued2020
dc.identifier.urihttp://hdl.handle.net/20.500.12613/2838
dc.description.abstractThe greatest and most persistent lag in academic achievement in the United States is between African American males and all other groups of students. This study was designed to investigate one possible approach to ameliorating the gap: a school-based mentoring program that helps African American males internalize a positive racial-ethnic identity regarding their academic-self competency and possible future-selves. This study 1) examined the quality of 6th grade African American young males experience in a school-based mentoring program, 2) examined the impact of the program in terms of participants’ racial-ethnic identities in their grade point averages, academic achievement, behavior, academic self-efficacy, and possible future selves. Qualitative findings showed the mentees enjoyed the mentoring program as it allowed for meaningful interactions with guest speakers and co-learning with classmates. Academic self-efficacy findings revealed the mentees grew in their understanding that academic work may be rigorous, but persistence is key. For possible future-selves, the mentees were motivated to pursue different career-paths, believed that more things were possible in life, along with being prompted to take school more seriously. Quantitative results showed there were positive increases in the mentees’ perception of their racial ethnic-identity and grade point average. There was also statistically significant data in the academic self-efficacy and possible future-selves. The results of an ANOVA showed a statistically significant difference in the mentees’ academic self-efficacy. The results of an ANOVA showed a statistically significant difference in the mentees possible future-selves. Additionally, the mentees’ possible future-selves Cohen’s d test showed a large effect size.
dc.format.extent159 pages
dc.language.isoeng
dc.publisherTemple University. Libraries
dc.relation.ispartofTheses and Dissertations
dc.rightsIN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available.
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.subjectAfrican Studies
dc.subjectEducational Sociology
dc.subjectEducational Psychology
dc.subjectAdolescence
dc.subjectAfrican American
dc.subjectCommunity-based Mentoring
dc.subjectMales
dc.subjectMentoring
dc.subjectSchool-based Mentoring
dc.titleDON’T FALL BY THE WAYSIDE: HELPING ADOLESCENT AFRICAN AMERICAN MALES VALUE EDUCATION THROUGH MENTORING IN A THREATENING ERA
dc.typeText
dc.type.genreThesis/Dissertation
dc.contributor.committeememberJohnson, Jennifer M., 1970-
dc.contributor.committeememberHaviland, Joseph
dc.contributor.committeememberOlanoff, Beth
dc.description.departmentEducational Leadership
dc.relation.doihttp://dx.doi.org/10.34944/dspace/2820
dc.ada.noteFor Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
dc.description.degreeEd.D.
refterms.dateFOA2020-11-04T15:19:36Z


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