RUcore: Rutgers University Community Repository
Effects of a school-based adult mentoring intervention on low, urban high school freshmen judged to be at risk for drop-out
Descriptive
TypeOfResource
Text
TitleInfo
(ID = T-1)
Title
Effects of a school-based adult mentoring intervention on low, urban high school freshmen judged to be at risk for drop-out
SubTitle
a replication and extension
PartName
PartNumber
NonSort
Identifier
(displayLabel = );
(invalid = )
ETD_1836
Identifier
(type = hdl)
http://hdl.rutgers.edu/1782.2/rucore10001800001.ETD.000051631
Language
(objectPart = )
LanguageTerm
(authority = ISO639-2);
(type = code)
eng
Genre
(authority = marcgt)
theses
Subject
(ID = SBJ-1);
(authority = RUETD)
Topic
Clinical Psychology
Subject
(ID = SBJ-2);
(authority = ETD-LCSH)
Topic
High school students
Subject
(ID = SBJ-3);
(authority = ETD-LCSH)
Topic
Academic achievement
Subject
(ID = SBJ-4);
(authority = ETD-LCSH)
Topic
Mentoring in education
Abstract
Numerous 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.
PhysicalDescription
Form
(authority = gmd)
electronic resource
Extent
x, 60 p. : ill.
InternetMediaType
application/pdf
InternetMediaType
text/xml
Note
(type = degree)
Psy.D.
Note
(type = bibliography)
Includes bibliographical references (p. 51-56)
Note
(type = statement of responsibility)
by Lolalyn Oletta Clarke
Name
(ID = NAME-1);
(type = personal)
NamePart
(type = family)
Clarke
NamePart
(type = given)
Lolalyn Oletta
NamePart
(type = termsOfAddress)
NamePart
(type = date)
Role
RoleTerm
(authority = RULIB);
(type = )
author
Description
DisplayForm
Lolalyn Oletta Clarke
Name
(ID = NAME-2);
(type = personal)
NamePart
(type = family)
Bry
NamePart
(type = given)
Brenna
Role
RoleTerm
(authority = RULIB);
(type = )
chair
Affiliation
Advisory Committee
DisplayForm
Brenna H Bry
Name
(ID = NAME-3);
(type = personal)
NamePart
(type = family)
Johnson
NamePart
(type = given)
Valerie
Role
RoleTerm
(authority = RULIB);
(type = )
co-chair
Affiliation
Advisory Committee
DisplayForm
Valerie Johnson
Name
(ID = NAME-1);
(type = corporate)
NamePart
Rutgers University
Role
RoleTerm
(authority = RULIB);
(type = )
degree grantor
Name
(ID = NAME-2);
(type = corporate)
NamePart
Graduate School of Applied and Professional Psychology
Role
RoleTerm
(authority = RULIB);
(type = )
school
OriginInfo
DateCreated
(point = );
(qualifier = exact)
2009
DateOther
(qualifier = exact);
(type = degree)
2009-05
Place
PlaceTerm
(type = code)
xx
RelatedItem
(type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier
(type = RULIB)
ETD
RelatedItem
(type = host)
TitleInfo
Title
Graduate School of Applied and Professional Psychology Electronic Theses and Dissertations
Identifier
(type = local)
rucore10001800001
Location
PhysicalLocation
(authority = marcorg);
(displayLabel = Rutgers, The State University of New Jersey)
NjNbRU
Identifier
(type = doi)
doi:10.7282/T3833S8V
Genre
(authority = ExL-Esploro)
ETD doctoral
Back to the top
Rights
RightsDeclaration
(AUTHORITY = GS);
(ID = rulibRdec0006)
The author owns the copyright to this work.
Copyright
Status
Copyright protected
Notice
Note
Availability
Status
Open
Reason
Permission or license
Note
RightsHolder
(ID = PRH-1);
(type = personal)
Name
FamilyName
Clarke
GivenName
Lolalyn
Role
Copyright holder
Telephone
Address
Email
ContactInformationDate
RightsEvent
(ID = RE-1);
(AUTHORITY = rulib)
Type
Permission or license
Label
Place
DateTime
Detail
AssociatedEntity
(ID = AE-1);
(AUTHORITY = rulib)
Role
Copyright holder
Name
Lolalyn Clarke
Affiliation
Rutgers University. Graduate School of Applied and Professional Psychology
AssociatedObject
(ID = AO-1);
(AUTHORITY = rulib)
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Back to the top
Technical
ContentModel
ETD
MimeType
(TYPE = file)
application/pdf
MimeType
(TYPE = container)
application/x-tar
FileSize
(UNIT = bytes)
215040
Checksum
(METHOD = SHA1)
fd1372aca2380168c6ae063999daf615122698f6
Back to the top
Statistical Profile