The Impact of Mentoring on African-American Males Who Test Into Remedial Courses at a Predominantly White Community College

Abstract

In the fall of 2008, after careful review of academic performance data collected from a predominantly White community college in southeastern Pennsylvania, African-American males testing into remedial courses were found to be the most at-risk population enrolled. To address the achievement gap its African-American males were facing, the College involved in this study turned to mentoring to increase these students' academic success rates. The purpose of this study was to explore the impact of mentoring on African-American males who tested into remedial courses at the aforementioned predominantly White community college. This study utilized quantitative analyses of academic and demographic data, and an on-line survey to gain an in-depth understanding of the impact mentoring had on academic performance, persistence, and the student experience. In addition, an on-line survey for mentors was administered to examine the impact of mentoring on mentors' perceptions of African-American males. The study included 1,046 mentored, and non-mentored, African-American male community college students needing remediation in Math, English or Reading, and 40 mentors. The on-line surveys were completed by 194 of the 1,046 African-American male students involved in the study, and 40 out of 48 mentors who served in the college's Minority Male Mentoring Program (MMMP). Findings from the study revealed that students participating in (MMMP) attempted and completed more credits, and had higher cumulative grade point averages. The MMMP students also realized significantly higher persistence rates than non-mentored students. The perception of campus climate was positive, but there was no significant difference in attitude or experience between MMMP and Non-MMMP students. Lastly, the study found that participating in mentoring positively influenced mentors' perceptions of African-American male mentees.