Using Youth Advocates for Mentoring At-Risk Students in Urban Settings

Broussard, C. Anne; Mosley-Howard, Susan; Roychoudhury, Anita

doi:10.1093/cs/28.2.122

Cited by 11 publications

(7 citation statements)

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“…Consistent with this study's findings, Broussard, Mosley-Howard, and Roychoudhury (2006) suspect that mentoring is likely to affect academic self-concept and motivation before it affects the more often measured academic outcomes like GPA, attendance, and disruptive behavior. They specifically found that mentored youth reported "enhanced academic motivation… [and] increased… achievement efforts" as well as "improved…attitudes toward school" (p. 124).…”

Section: Implications For School Personnelsupporting

confidence: 81%

“…Theory and research supports a multifaceted approach to addressing academic deficits and has consistently shown to improve school-related outcomes (see Broussard et al, 2006;Richman et al, 1998). This pilot study adds to that literature by specifically highlighting the potential of one multi-component program to positively influence academic cognitions.…”

Section: Implications For Parentsmentioning

confidence: 75%

“…This pilot study sought to evaluate this possibility, that a community-based mentoring program-without a tutoring component-can improve school-related cognitions. Specifically, our interest was in cognitions that have been found to be predictive of academic achievement including; academic self perception; attitudes toward teachers, classes, and school; and commitment to learn (Broussard, Mosley-Howard, & Roychoudhury, 2006;Klebanov & Brooks-Gunn, 1992;Larose & Tarabulsy, 2005). It was hypothesized that 4-H YFP participants would show improvements, as compared to a control group, on all measures of school-related cognitions.…”

Section: Research Questionsmentioning

confidence: 99%

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The Effects of Non-Academic Mentoring on School-Related Cognitions: A Pilot Study

MacArthur

Higginbotham

2013

JYD

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Abstract:Mentoring has been shown to positively influence various youth outcomes and developmental assets. The 4-H Mentoring: Youth and Families with Promise (4-H YFP) program is a multi-component program designed to enhance individual, familial, and social assets of at-risk youth. This pilot study examines the effects of participation in the 4-H YFP program on school-related cognitions. Data were collected on 20 mentored at-risk youth and 18 waiting list youth. RMANOVA analyses identified significant differences on one scale and expected trends on five additional scales. Ecological systems theory is used to inform the interpretation of results.

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Section: Implications For School Personnelsupporting

confidence: 81%

Section: Implications For Parentsmentioning

confidence: 75%

Section: Research Questionsmentioning

confidence: 99%

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The Effects of Non-Academic Mentoring on School-Related Cognitions: A Pilot Study

MacArthur

Higginbotham

2013

JYD

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“…Mentors involved in failed relationships described feeling overwhelmed by the difficult circumstances faced by youth and their families (Spencer, 2007). Further, some professional mentors who worked with youth in schools described challenges related to feeling “pressured” by some parents to serve as quasi-parents themselves, while others sensed that some parents felt threatened by their relationships with youth (Broussard, Mosley-Howard, & Roychoudhury, 2006). Because of the significant challenges associated with working with families, some researchers and practitioners have adopted a view that the interaction between mentors parents and families, and family involvement in mentoring relationships, should be limited (Miller, 2007; Morrow & Styles, 1995).…”

Section: Introductionmentioning

confidence: 99%

Youth mentoring relationships in context: Mentor perceptions of youth, environment, and the mentor role

Lakind

Atkins

Eddy

2015

Children and Youth Services Review

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Youth mentoring is primarily understood as a relationship between mentor and mentee, yet mentors often enter into home, school, and other community settings associated with youth they serve, and interact regularly with other people in mentees’ lives. Understanding how and why mentors negotiate their role as they do remains underexplored, especially in relation to these environmental elements. This qualitative study drew on structured interviews conducted with professional mentors (N = 9) serving youth at risk for adjustment problems to examine how mentors’ perceptions of their mentees and mentee environments informed their sense of how they fulfilled the mentoring role. Mentors commonly characterized problems youth displayed as byproducts of adverse environments, and individual-level strengths as existing “in spite of” environmental inputs. Perceptions of mentees and their environments informed mentors’ role conceptualizations, with some mentors seeing themselves as antidotes to environmental adversity. Mentors described putting significant time and effort into working closely with other key individuals as well as one-on-one with mentees because they identified considerable environmental need; however, extra-dyadic facets of their roles were far less clearly defined or supported. They described challenges associated with role overload and opaque role boundaries, feeling unsupported by other adults in mentees’ lives, and frustrated by the prevalence of risks. Community-based mentoring represents a unique opportunity to connect with families, but mentors must be supported around the elements of their roles that extend beyond mentor-mentee relationships in order to capitalize more fully on the promise of the intervention.

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“…Relationship resiliency is multidimensional and, as such, involves five subskills: (a) family involvement, (b) positive educational supports (e.g., school-based mentoring), (c) the formation of social relationships, (d) the ability of the student to function positively in social relationships, and (e) participation in appropriate extracurricular activities (e.g., familyor school-sanctioned activities; Jones, 2009). Often, simply having an involved teacher or mentor will lessen the relationship disconnect experienced by African American students in the school setting (Booker, 2006;Broussard, Mosley-Howard, & Roychoudhury, 2006). These five skills provide support when working with African American students with LD to develop resiliency (see Table 2).…”

Section: Relationship Characteristicsmentioning

confidence: 99%

Resiliency Instructional Tactics: African American Students With Learning Disabilities

Jones

2010

Intervention in School and Clinic

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Educators bear the responsibility of creating an environment conducive to learning for all students. Active teacher enga gement contributes to building the vital characteristic of resilience needed for students to thrive (Murray & Naranjo, 2008). African American students with learning disabilities (LD) are disproportionately affected by negative school outcomes (Ogbu, 2004). African American students with LD often face an increased drop-out rate coupled with adverse social outcomes (Miller & MacIntosh, 1999). These outcomes are exacerbated by an increased risk of negative peer relationships and involvement in the criminal justice system.Resiliency is defined as the ability of a student to achieve positive developmental outcomes while avoiding maladaptive influences in adverse situations (e.g., home, school, community; Wyman et al., 1999). Researchers define students who achieve this characteristic as resilient (Ogbu, 2004;Patterson, 2002;Sagor, 1996). Educational resiliency focuses on the increased probability of academic and social accomplishments in spite of setbacks encountered in the home, school, or community (Brown, 2001;Milstein & Henry, 2000).

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Using Youth Advocates for Mentoring At-Risk Students in Urban Settings

Cited by 11 publications

References 0 publications

The Effects of Non-Academic Mentoring on School-Related Cognitions: A Pilot Study

The Effects of Non-Academic Mentoring on School-Related Cognitions: A Pilot Study

Youth mentoring relationships in context: Mentor perceptions of youth, environment, and the mentor role

Resiliency Instructional Tactics: African American Students With Learning Disabilities

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