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Mentoring students at risk: An underutilized alternative education strategy for K–12 teachers.
Abstract
Research clearly shows mentoring to be a powerful alternative education (dropout prevention) strategy for students at risk, and this timely book meets a demand from teachers and case workers in the juvenile justice system for a comprehensive guide to establish mentoring programs. The mentor application, interest inventories, and evaluation forms provided make it an resource book. Strategies on writing mission statements, goals, and objectives will help the reader build confidence in developing successful proposals to fund mentoring programs. The recruitment strategies, screening strategies, process and outcome evaluation questions, and the 20-step replicable model will benefit readers concerned with enhancing the effectiveness of existing mentoring programs. This book was designed to meet the needs of K–12 teachers, K–12 school administrators, case managers in the juvenile justice system, as well as members of nonprofit organizations who work with students at risk. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
... Results found that teachers reported improvements in tardiness, class preparation, peer interactions, and grades among those students involved in the program. Moreover, those students involved in R.E.A.C.H. demonstrated less school behavior problems (Reglin, 1998). ...
... For a six-month study conducted on the Brothers' project, 36 adolescents were randomly assigned to an experimental group (mentoring) and a control group (Reglin, 1998). Variables studied included self-esteem, attitude toward drug and/or alcohol use, GPA, attendance, and disciplinary problems. ...
... Variables studied included self-esteem, attitude toward drug and/or alcohol use, GPA, attendance, and disciplinary problems. Comparative analyses demonstrated that mentoring had little, if any, effect on the adolescents' grades, attendance, suspensions, and expulsions (Reglin, 1998). ...
Using official school data, this study examined a sample of 447 at-risk students enrolled over a 10-year period in a youth-based mentoring program. The primary objective of the program was to ensure high school graduation. Participants were identified by indices of academic and school behaviors that ren-dered them less likely to graduate from high school. This study used logistic regression to examine the ex-tent to which academic (i.e., GPA, grade retention, and math and reading proficiency scores) and behavioral (i.e., expulsions) variables, as well as age at entry of program, and duration in the program predicted high school graduation. Results indicated that GPA and participants' age at time of enrollment in the program were significant predictors of graduating high school. Implications are drawn for designers of diversion, intervention, and mentoring programs.
... Perceived similarity also has been found to predict leader-member exchanges and liking between leaders and group members within business environments (Dose, 1999;Glaman, Jones, & Rozelle, 1996;Liden, Wayne, & Stilwell, 1993). Various theoreticians have noted the importance of enhancing the similarity between mentors and protégés (Reglin, 1998;Roaf, Tierney, & Hunte, 1994). However, surprisingly little research has been conducted to determine which dimensions of similarity result in the most effective mentor-protégé pairings (Blechman, 1992). ...
... In sum, there is a relative dearth of empirical studies investigating BB/BS programs from the mentor's perspective, as opposed to the perspective of the youth or the youth's parents. Researchers and program officials alike have emphasized perceived similarity between the mentor and the protégé, and the nature of the expectations held by mentors as factors that may contribute to the quality and longevity of these relationships (DuBois & Neville, 1997;Mech et al., 1995;Reglin, 1998;Roaf et al., 1994). However, the centrality of these variables to date has been largely speculative in that these ideas have not been subjected to empirical scrutiny. ...
Studies have begun to document the academic and psychosocial benefits of Big Brothers/ Big Sisters programs for at-risk youth (Rhodes, Grossman, & Resch, 2000). However, investigators have noted a problem with mentor attrition (Meissen & Lounsbury, 1981). The purpose of the current study was twofold. First, we explored the relative importance of specific dimensions of perceived similarity (including similarity in attitudes, interests, race, and personality) as well as mentors' expectation-reality discrepancies in predicting mentors' expressed intention to remain in Big Brothers/Big Sisters programs. Second, we examined a model whereby interpersonal attraction and relationship quality served as mediators of these associations. Our results suggest that perceived similarity in extraver-sion as well as the discrepancy between mentors' ideal versus actual roles were significant predictors of mentors' expressed intention to remain in the relationship. Relationship quality and interpersonal attraction appeared to mediate these findings.
... A situação de desvantagem social condiciona as diversas situações de ordem interna e externa nas quais o estudante está envolvido na sua quotidianidade: situações de ordem interna provocadas por dificuldades psíquicas, físicas, relacionais; de ordem externa pela falta de recursos familiares, comunitários e pela própria escola na qual coexistem situações específicas ligadas à pobreza, ao abuso de drogas, à discriminação racial e étnica, etc. (WAXMAN, 1992). Uma definição mais compreensiva de "estudante em situação de risco" é aquela de Slavin, para quem em situação de risco está o estudante que, em base a algumas características ou necessidades, tem menos probabilidade seja de adquirir um nível razoável de escolaridade, seja de desenvolver as próprias habilidades, por causa dos fracassos sofridas no percurso escolar (SLAVIN; REGLIN, 1998). ...
Elementary education, in Brazil and in other countries, is continually being reformed. The historic passage from a school for the elite to a school for the masses coincides with a period in which the child comes to be seen as a citizen endowed with rights. The article shows how the student body in our time consists of children and adolescents of different social origins. Each has a life history which, for some, is "normal," but for others is characterized by a great variety of situations of social risk, marked by failure, disadvantages, malaise and suffering. At it is impossible to keep the social context from invading the classroom, there is a need to ponder the requirements and rights of a range of students in situations of disadvantage and social risk, difficulties in school achievement, difficulties related to expressions of hostility, difficulties in adaptation to the role of student and difficulties relative to social interaction. The article also shows how, in recent history, interpretation of the relationship between conditions of social disadvantage and instruction has been based on different hypotheses. Each of these hypotheses (socio-cultural disadvantage as diversity of talents, as a natural handicap or as a disadvantage of the structural type; disadvantages due to qualitative-organizational characteristics of the school, the school's incapacity to provide adequate teaching or a damaged teacher-student relationship) has, in the post-war period, adopted different models for facing the situation.
... A situação de desvantagem social condiciona as diversas situações de ordem interna e externa nas quais o estudante está envolvido na sua quotidianidade: situações de ordem interna provocadas por dificuldades psíquicas, físicas, relacionais; de ordem externa pela falta de recursos familiares, comunitários e pela própria escola na qual coexistem situações específicas ligadas à pobreza, ao abuso de drogas, à discriminação racial e étnica, etc. (WAXMAN, 1992). Uma definição mais compreensiva de "estudante em situação de risco" é aquela de Slavin, para quem em situação de risco está o estudante que, em base a algumas características ou necessidades, tem menos probabilidade seja de adquirir um nível razoável de escolaridade, seja de desenvolver as próprias habilidades, por causa dos fracassos sofridas no percurso escolar (SLAVIN; KARWEIT; REGLIN, 1998). ...
A escola fundamental, seja ela no Brasil como no exterior, passa por constantes reformas. A histórica passagem de uma escola de elite para uma escola de massa coincide com o período em que a criança passa a ser reconhecida como pessoa, sujeito de direitos e cidadã. O artigo mostra como quem freqüenta a escola nos nossos tempos são crianças e adolescentes de extrações sociais diversas, cada um deles com uma história pessoal que para alguns é regular, mas para outros é caracterizada por situações de risco, marcada por fracassos, desvantagens, mal-estar e sofrimentos dos mais diferentes tipos. Visto que é impossível impedir que a realidade contextual envolva as salas de aula, considera-se a urgência de ponderar necessidades e direitos de uma gama de estudantes em situação de desvantagem e risco social cuja principal variável refere-se à desigualdade social e desemboca em inúmeras dificuldades como: baixo rendimento escolar, manifestações de hostilidade (bullying), adaptação ao próprio papel de estudante e interação social. O artigo mostra também como, na história recente, a interpretação da relação entre condições de desvantagem social e instrução baseou-se em diferentes hipóteses. Cada uma dessas hipóteses - a desvantagem sociocultural como diversidade de talentos, como handicap natural, a desvantagem de tipo estrutural, as desvantagens devidas a características de ordem qualitativo-organizacional da escola, como incapacidade da escola de fornecer um ensino adequado, como relação prejudicada entre professor aluno - a partir do período pós-guerra, adotou diferentes modelos de enfrentamento.
... Enfin, au-delà de l'influence parentale, les comportements des élèves à l'intérieur d'une relation de conseillance peuvent possiblement varier à cause de la nature même du programme de conseillance. Plusieurs auteurs ont indiqué que les conditions d'application peuvent varier considérablement d'un programme à l'autre, et ce, même si les objectifs sont sensiblement les mêmes (Gaskill, 1993;Kram, 1985;Murray, 1991;Reglin, 1998). Ces variations peuvent amener les participants à adopter des comportements différents, particulièrement à l'égard de l'accomplissement et de l'assurance (Johnsrud & Wunsch, 1991). ...
This study examined the relation between attachment and parental control experiences and the behaviours shown by adolescents in a counselling relationship. The sample was made up of 130 students and 19 counsellors participating in a counselling program offerred during the first college semester. Results showed that attachment to parents predicts some types of behaviour in counselling as a function of the quality of the attachment link. Results are discussed in reference to the attachment theory and the literature on parental control. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
... Volunteer mentoring programs have been advocated increasingly as a means of promoting the academic achievement of adolescents who may be at risk for school failure (Campbell-Whatley, Algozzine, & Obiakor, 1997;Dondero, 1997;Levine & Nidiffer, 1996;Reglin, 1998;Rogers & Taylor, 1997). Indeed, approximately 5 million youth are involved in school-and community-based volunteer mentoring programs nationwide (McLearn, Colasanto, Schoen, & Shapiro, 1999), including more than 100,000 participants in Big Brothers Big Sisters of America programs (McKenna, 1998). ...
A conceptual model was tested in which the effects of mentoring relationships on adolescents' academic outcomes were hypothesized to be mediated partially through improvements in parental relationships. The parameters of the model were compared with those of an alternative, in which improved parental relationships were treated as an outcome variable rather than a mediator. The study included 959 young adolescents (M age = 12.25 years), all of whom applied to Big Brothers Big Sisters programs. The adolescents were randomly assigned to either the treatment or control group and administered questions at baseline and 18 months later. The hypothesized model provided a significantly better explanation of the data than the alternative. In addition to improvements in parental relationships, mentoring led to reductions in unexcused absences and improvements in perceived scholastic competence. Direct effects of mentoring on global self-worth, school value, and grades were not detected but were instead mediated through improved parental relationships and scholastic competence. Implications of the findings for theory and research are discussed.
... For example, one study found that higher quality mentoring relationships were related to several aspects of youth competence, including feelings of connectedness to school, greater self-efficacy, and more positive social relationships (Zand et al., 2009). Others have demonstrated the protective effects of mentoring on behavioral problems and substance use (Reglin, 1998;Rhodes, Reddy, & Grossman, 2005). ...
This short-term longitudinal study examined (a) adolescents' contact with mentors who share their background in relation to the importance they place on having such mentors, and (b) the associations of these perceptions with self-efficacy, identity, and commitment to a science career. Participants were 265 ethnically diverse adolescents (M age = 15.82) attending a 4-week science education program. Cluster analyses indicated that at Time 1, underrepresented ethnic minorities were more often in the cluster defined by feelings of importance of having a matched-background mentor but not having much contact. Perceptions of contact increased over time for these students and were associated with increased feelings of identity as a science student. The results suggest the need for attending to individual differences in students' preferences for matched-background mentors.
This paper describes an adolescent mentorship program in Singapore to help underachieving, elementary-age children with academic potential develop positive attitudes towards learning. The paper provides an overview of the three phases of the mentoring program, namely training, mentoring and evaluation, examines the interactions between positive adolescent role models and underachieving, elementary-age children with academic promise, and makes recommendations for the establishment of effective mentoring programs in schools.
Although mentoring-programmes are still rarely implemented in German schools, the demand to make use of standardized mentoring programmes in a school setting is growing. However, there are a number of “hidden” or informal mentoring processes that can be observed in this setting, for example between new and established teachers with the goal to facilitate the transition into the teaching profession. In the following we will describe different mentoring approaches for teachers and students, developed in Ger- many and internationally and will present central empirical results concerning these approaches. Based on these results we will discuss possible implications for the promotion of a mentoring culture in German schools.
Using the theoretical framework of risk and resiliency, the study estimated the contribution of five school-related delinquencies (behaviour problems, schoolwork problems, out-of-school suspension, in-school suspension and grade retention) and seven extracurricular activities (arts, sports, clubs, tutoring, volunteering, religious involvement and scouts) on the report card grades of students. An adolescent sample (N = 2070) from the US National Household Education Survey was examined. A three-step hierarchical multiple regression found that the protective effects of extracurricular activities remained predictive of better grades, even after controlling for the risks of school-related delinquencies. The extracurricular activity of arts best predicted better grades, but the school-related delinquency of schoolwork problems best predicted worse grades. The discussion focuses on the implications of increasing resilience by promoting extracurricular involvement and combating the risk of school delinquencies.
Despite the growth of youth mentoring programs in recent years, key questions remain regarding the relative importance of making matches on the basis of shared racial background. Both sides of the argument regarding racial matching are presented, followed by a comparison of the effects of same- vs. cross-race matches involving minority youth (N= 476). Minority adolescents were less likely to report initiating alcohol when placed in cross-race matches. In addition, minority boys in same-race matches reported smaller decrements in scholastic competence and self-worth than did minority boys in cross-race matches. Minority girls in same-race matches reported smaller decrements in school value and self-worth than did minority girls in cross-race matches. Youth, parent, and caseworker impressions of the 2 relationship types largely converged, but the few impressions that differed tended to favor cross-race matches. The methodological limitations and implications of this study are discussed.
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