Youth Perceptions of a School-Based Mentoring Program
Bibliographic Data
| ID | 9729200 |
|---|---|
| Authors | Samantha Weiss (University of Nebraska Omaha, NE, USA, corresponding author), Jeanette Harder (0000-0002-2315-4163, University of Nebraska Omaha, NE, USA), Christiana Bratiotis (0000-0003-0374-2774, Portland State University, OR, USA), Emily Nguyen (0009-0005-3696-6872, University of Nebraska Omaha, NE, USA) |
| Year | 2019 |
| Volume | 51 |
| Issue | 3 |
| Pages | 423-437 |
| Publication date | 2019-03-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education and Urban Society (JOURNAL) |
| Journal identifiers | ISSN: 0013-1245 • E-ISSN: 1552-3535 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0013124517722830 |
| OpenAlex | W2742553791 |
| Language | EN |
| Citations received | 1 |
| References cited | 19 |
Academic mentoring programs promote high school completion for at-risk youth. The purpose of this study was to hear the voice of youth in order to inform program services and develop best practices for meeting their academic needs. Using a grounded theory approach, we conducted 14 focus groups to examine high school students’ perceptions and experiences in the Avenue Scholars Foundation program. This study supported previous findings: students’ comments reflected on the importance of the relationships built in the program, the knowledge they gained, and their experiences regarding higher education and careers. The students shared that these experiences were increasingly meaningful because of the relationship built with their Talent Advisor and classmates. These relationships instilled hope for the future, created a pathway to college and career, and confirmed a belief that the students could accomplish their goals
Best practice · Developmental psychology · Focus group · Foundation (evidence · Grounded theory · Management · Medical education · Pedagogy · Perception · Political science · Positive Youth Development · Program Design Language · Qualitative research · Sociology · Higher Education Research Studies · Mentoring and Academic Development · Psychology · Youth Development and Social Support
Mentoring in Schools
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Natural Mentors, Racial Identity, and Educational Attainment Among African American Adolescents
Teacher Support and the School Engagement of Latino Middle and High School Students at Risk of School Failure
Nonparental Adults as Social Resources in the Transition to Adulthood
Teenagers’ Experiences With Social Network Sites
The Test of Time in School‐Based Mentoring
The Role of Mentor Type and Timing in Predicting Educational Attainment
Longitudinal roles of precollege contexts in low-income youths' postsecondary persistence
American Secondary Education
| Citations per year | 0.5 |
|---|---|
| Citation span | 2024 - 2024 (1) |
| Highly cited | No |