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Effects of a school-based adult mentoring intervention on low, urban high school freshmen judged to be at risk for drop-out
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Clarke, Lolalyn Oletta. Effects of a school-based adult mentoring intervention on low, urban high school freshmen judged to be at risk for drop-out. Retrieved from https://doi.org/doi:10.7282/T3833S8V

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TitleEffects of a school-based adult mentoring intervention on low, urban high school freshmen judged to be at risk for drop-out
NameClarke, Lolalyn Oletta (author); Bry, Brenna (chair); Johnson, Valerie (co-chair); Rutgers University; Graduate School of Applied and Professional Psychology
Date Created
Other Date2009-05 (degree)
SubjectClinical Psychology, High school students, Academic achievement, Mentoring in education
Extentx, 60 p. : ill.
DescriptionNumerous longitudinal studies have followed large cohorts of children from disadvantaged backgrounds and found retrospectively that one difference between children who succeed and those who do not is the presence of a supportive, non-parental adult in their lives. Accordingly, burgeoning research is investigating if positive outcomes can be generated by intentionally placing a non-parental adult in a child’s life through a mentoring program. One objective of these mentoring programs is maintaining students’ engagement in school. This study was designed as a replication and extension of a one-year efficacy study by Holt et al. (2008), which evaluated a manualized, school-based, adult mentoring intervention for youths deemed to be at risk for school drop out. The current study lasted 18 months and included a new cohort of 38 similar low-income ninth graders from Holt et al.’s mid-Atlantic, urban high school. The students were randomly assigned to the mentoring group (n=19) or a control group (n=19). The mentors were trained, volunteer teachers, who received ongoing weekly consultation from the program developer. The students completed surveys at 3 different intervals, and 4 semesters of grades and discipline referrals were obtained from school records. As expected from Holt et al., in comparison to the control group, the youth who were assigned mentors reported significantly more positive perceptions of teacher support and received fewer discipline referrals. By the end of this study’s extended follow-up period, mentored students also reported significantly greater sense of classmate acceptance and had higher grades in mathematics and language arts than the control group. These findings suggest that providing an adult mentoring program for at least 18 months can increase academic success and potentially retain students in school by affecting factors that lead to drop out.
NotePsy.D.
NoteIncludes bibliographical references (p. 51-56)
Noteby Lolalyn Oletta Clarke
Genretheses, ETD doctoral
Persistent URLhttps://doi.org/doi:10.7282/T3833S8V
Languageeng
CollectionGraduate School of Applied and Professional Psychology Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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