A Case Study of Mentor-to-mentee Program to Help African American Males Graduate from High School | Peter P. KIRIAKIDIS & Mary E. JENKINS-WILLIAMS
Abstract: The problem at the research site, which was one high school within a school district located in northeastern U.S., was that the dropout rate of African American high school males was very high. A mentor-to-mentee program had been implemented to help students graduate from high school at the research site. The experiences of young African American males who participated in a mentor-to-mentee program and graduated from high school had not been examined via a case study. The research questions were about the factors influencing African American males’ graduation. This study was based on the critical race theory. Data were collected through in-depth semi structured interviews with 10 participants who were high school African American males and were selected using a stratified purposive sampling. Data were analyzed through content analysis and coding from which themes emerged that addressed the research questions. Findings included the mentor-to-mentee program at the research site helped high school African American males graduate. School stakeholders should use these findings to develop and implement mentoring programs that focus on graduating African American males from high school.
Keywords: mentoring, mentor, mentee, high school teachers, school administrators, mentoring programs, policy, high school learning environment, dropout rates, high school African American males.
DOI: http://dx.doi.org/10.18662/po/2013.0404.08
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