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AFRICAN AMERICAN YOUTH ACADEMIC ACHIEVEMENT AND DROP OUT RATES: MENTORING PROGRAMS AND ITS EFFECTS A HIGHER EDUCATION EVAULATION

(Not sure how to work this for best presentation)

Goal is to understand does mentoring work, learn if others have been mentored or if they have not ( focusing on higher education students and non-students 18-21) to look at back on how it could have impacted the graduation rate and or dropout rate had it been.. While also looking at current status of participant.

Doctoral Dissertation

Submitted to the Graduate Faculty of

Argosy University, Los Angeles

Argosy School of Business

In Partial Fulfillment of DR8802-A

and the Requirements for the Degree of

Doctor of Business Administration

Doctor of Organizational in Leadership

By

Rubin Hendley Wilkins

Table of Contents

Need to be updated correctly, removed it because it is not an accurate reflection on order of information presented.

DOCTORAL RESEARCH

The Problem

The problem is African-American youth are underachieving when national graduation rates are analyzed. The gap is in understanding does mentoring help decrease dropout rates amongst minorities. The graduation rate in the United States is staggering and even more so in African-American community. It is the researcher’s belief and many around the country who feel that something needs to be done within the educational system. At the local level, the evidence that this problem exits are through multiplicity of research gathered from the school district to map resources that can be used to support human capital strategy, strategic school design and help to reinvest and support their under-performing and growing minority population. Within this stance, the researcher believes that when mentoring is implemented to African-American students, it places them able to grow and move up the ladder of success. The researcher within the field of empowerment speaking, and building up employee relations within an organization believes this enhances the overall diversity in the workforce and create a better society of people from all backgrounds contributing in the ultimate human experience with the best chance in doing so. Comment by Mancini, Dale: Unless you can provide research, to support this, your giving an opinion. Please provide citations Comment by Mancini, Dale: Rubin this is a study, you should not include your personal feelings, or that of others. Delete this comment Comment by Mancini, Dale: If you are going to mention research, then you need to cite it. Comment by Mancini, Dale: What you believe does not matter, it is an opinion. Delete this and state that you will do the research to see if this is a problem

Purpose

The purpose of this study is to get a better understanding of the effects mentoring have on African-American youth in relation to drop out rates and graduation rates. To understand, the researcher would like to know how those effects made it easier for one with mentoring to obtain a diploma verses one without amongst African American youth. Our graduation rate in the United States has drop to an all-time low, and especially amongst African-Americans. The authors’ layout information on signs of drop-out thoughts that follow actions; all the way to ways to identifying these signs when they appear. The earlier a student first sends a signal, the greater the risk that he or she will drop out of school, (Neild, R. C., Balfanz, R., & Herzog, L. 2007). So much was gathered from this article only heightening my awareness and eager to want to help makes a difference and accepting this is a problem. The researcher intends to get as much information possible to help in the cause of stopping staggering dropout rates and in contrast low graduation rates amongst African American youth nationwide. By gathering information and understanding what methods, strategies work to this community, ultimately creating a breakthrough for some many. Comment by Mancini, Dale: If the effects of mentoring are effective. Again, you don’t know until you do the study

Research Questions, Hypotheses, and Problem Statements

In the United States graduating and receiving a high school diploma has always been understood as the first steps in success. The statistical data suggest that African Americans youth are falling below the national average and are dropping out at alarming rates than to its counterparts.

Research Questions

What is the relationship between mentoring as part of an ongoing process and the graduation rates/dropout rates amongst African American Youth (K-12)? Comment by Mancini, Dale: Not what, but ask Is there a relationship

Is there a significant difference in the dropout rate on African American who are mentored during their years in K-12, as compared to African American youth without mentoring?

What are the effects of mentoring African American youth as it relates to graduation rates/dropout rates amongst minorities?

Null Hypothesis

H0 1: There is no relationship between mentoring African American Youth as part of the ongoing process within K-12 and the graduation/dropout rates.

H0 2: There is no significant difference in the Dropout rate on African American Youth who are mentored during their (K-12) as compared to those without mentoring.

Directional Hypotheses

H1 1: There is a positive relationship between mentoring African American as part of the ongoing process within K-12 and graduation rates thus decrease dropout rates.

H1 2: The dropout rate on African American Youth who are mentored during K-12 years is significantly lower than African American Youth a mentor.

Definition

Youth- The term refers to age group of 18-21 and who are used within this study during research. Comment by Mancini, Dale: You need to provide references for your definitions.

Mentor or buddy. This term refers to usually a senior, experienced elder who serves as a role model, provides support, direction, and feedback to the student regarding career educational plans and interpersonal development, and increases the visibility of the protege to decision makers in the real world who may influence future opportunities."

Role model; teachers, counselors, and older students who encourages a student ; and transfers

his or her skills to the student for greater chance of student success.

Mentee or protégé-. This term refers to a student who receives mentoring prior to higher education or currently receiving mentoring

Mentoring. This term refers to the complex developmental process that mentors

use to support and guide their protégé through the necessary transitions that are part of

learning how to be effective within their educational experience and productive citizens of society.

Significance of the Study

Obtaining information on mentoring and its effects on African American youth can help the overall outcome of current and future students. We live in a very diverse world and our children are the future; let’s know how to help them enhance and advance in the educational eco-system. By obtaining information to what’s the affects mentoring have on minorities, the researcher will get a better understanding if it works or not and the know how” best approaches. As prisons are being built and communities are being flooded with violence, it has become more prevalent in the researcher’s life that for every action there is a reaction or equal counter-action “This is One.” To be able to plunge deeper in an understanding of what kind of mentoring is most affective in African American youth, would create a change in a growing problem. High school graduation and dropout rates are the key measures of school improvement and educational evaluation (Subedi & Howard, 2013). Graduation rates are critical for high school accountability and are used for making decisions about allocating various strategies and interventions in low-performing schools. In addition to that, in “An Early Warning System” there is relevant research that validates why this research and much needed research is imperative to the cause.  This information can serve as a blue print in todays’ society and meeting the urgent need for overall greater success in education nationwide, but more specifically for minority youth.

Chapter 2

Introduction The purpose of the study is to determine the effectiveness of a mentoring within the African American minority youth ages 18-21 to determine the overall effectives from K-12 as it relates to graduation rate and dropout rates. The literature review that follows covers : (a) Building the youth; (b) Drop-out rates; (c) impact of mentoring on students; (e) overview of successful mentoring practices.

Review of the Literature

The purpose of this study is to determine the effects of mentoring programs on African American K-12 student’s academic achievement and dropout rates. The research question is; when mentoring African American youth, does it influence their overall academic achievement and or dropout rates? The intent of the research is to gain a greater understanding of methods used and can be used to effectively help the African American/Minority academic achievement level rise, while creating more well-rounded productive citizens of society. The independent variable is African American youth. The dependent variable is mentoring programs.

Building the Youth

Building the youth mentoring knowledge base, Blakeslee and Keller’s (2012) focus took an in-depth look over the past 2 decades of academic literature emerged to support the development of mentoring program guidelines and systems. This study narrows focus on the developmental aspect of youth mentoring, with an emphasis on trends in the number and nature of articles published in peer-reviewed academic journals ranging from years 1990 to 2010.

The Blakeslee and Keller (2012) article indicated that mentoring programs on a broad scale has increased and is helpful. The use of co-authorship networks brings to the fore front notable scholars from several educational backgrounds who publish often and together on the topic of youth mentoring. The continuance of a base network of researchers with focuses on youth mentoring allows growth for continued literature that will provide theoretical insight and empirical evidence on effective mentoring for youth.

The authors used a multiplicity of significant literature, such as Hunter and Leahy (2008); Moody (2004), who stated, it may be easier to divide coauthor labor in quantitative studies relative to qualitative studies. Blakeslee and Keller’s (2012), stated that existing information helps the reader readily identify information as it pertains to youth mentoring grouped over a period. Although this is not a direct article to one specific aspect of mentoring, the researcher determined that the review of such literature(s) is appropriate and critically analyzes peer-reviewed co-authorship articles over a period giving a plethora of information of the growth of youth mentoring programs; areas that need attention; demographic, racial differences amongst youth being mentoring. Within this article the authors used existing youth mentoring knowledge in terms of peer-reviews articles as well as the network of youth mentoring authors connected by the researched publications. The results from such articles made it possible for the researchers to go into detail in their research with clarity in significance and relative successes of the participant journals.

The Blakeslee and Keller (2012), gives clarity through tables, and graphs indicating the results of articles in their unique purpose/contribution to youth mentoring programs. Throughout the article, Blakeslee and Keller’s (2012) makes good use of the time-lined research that has been done before them, by using findings from previous articles and studies to support the topic of youth mentoring programs. All results were to get a better understanding of the growth of youth mentoring programs within the United States and policies and practices that have, and can help form new ones for more effective mentoring of the youth.

Blakeslee and Keller’s (2012) information provided a well-rounded look at mentoring, the sole mention of this was to bring different forms of one topic (youth mentoring programs) inclusive to gain better understanding of where America is currently in the evolution of youth mentoring over a 20-year time span. An addition to how the researched information can be a foundation for new blue prints and methodology in servicing the youth specifically African American youth. For instance, “Building the Youth Mentoring Knowledge Base: Publishing Trends and Co-Authorship Networks,” help authors, mentors, and programs alike with such interest enhance their knowledge base of youth mentoring programs and the shaping of them for the present and future.

Secondly, in the researcher’s quest, he found information pertaining to the high school dropout rates in America. This review applies a collective methodology to multiple data sets to determine both the levels and trends in US high school dropout rates. Heckman and Lafontaine’s, (2008) uses quantitative research to gather their analysis, upon completion they presented their findings chronologically explaining over a time/era. Such information brings awareness to the research topic, helping bring validity to much needed research, assistance through mentors, and new blue print for improvement in academia for today’s generation of African American K--12 youth. The researcher will most likely further the use of information to draw a clear defined point where African American K-12 are; and ways to help leverage the gap amongst American Youth.

Thirdly, in the quest of information the researcher analyzed information composed with over 73 independent evaluations of mentoring programs, the authors are focused on understanding how effective mentoring programs are for youth. This review indicates it is quantitative; this is valuable to the analyst for understanding on a broader scale the effects of mentoring in African American K-12 youth academic and high school dropout rate. The review analyzes previous mentoring literature for youth populations to note present day problems and burdens affecting program evaluations and planning for potential interventions for mentoring programs involving unfortunate, strong-willed youth; and, to establish some premise about mentoring, and foundation for conducting mentoring programs, which helps the researcher conducting his research. The researcher agrees on overall findings of this review, in that it brings awareness from a multiplicity of mentoring programs, how they help, and what needs improvement.

Mentoring- The term mentor originated from literature that is classic. Long a go Homer’s Odysseus went on a long journey and asked his friend Mentor to nurture Telemachus, which is his son, while he would be away. Odysseus provided counseling and friendship to Telemachus. Therefore, the word mentor is associated with an experienced or wise person providing guidance and support for the development of a protégé. According to Bartell (2005) mentors could be found in an individual’s personal or professional life and they “listen, advise, promote, nurture, suggest, guide, respond, encourage, and seek to develop the abilities of their protégés” (p. 73). In addition Bartell (2005) agreed and added that terms such as “mentor, buddy, coach, critical friend, consultant, and teammate” (p. 73) have been used to describe the unique role of the student mentor. Bartell also acknowledged that mentoring has become a powerful tool used in education.

Freedman (1999) states that development of mentoring in the United States over time happen in three waves. From the beginning starting with a social reform movement in the late 19th century. The Big Brothers was the first program, this was a program developed in New York in the early 20th century. Over time there were other programs birthed to also include helping women, such as the Catholic Big Sisters of New York. The second wave that took place over time happened in the 1970's with efforts in the corporate world to help women break through the traditional woman where thought to not elevate past, the common and uncommon barriers that women face in career acceleration. Corporate mentoring programs also expanded to include minorities as well, which is still going strong today and is believed to be helpful. The final wave began in the 1980s with strategic thought and focus from the President Ronald Reagan administration on voluntarism to address at the time the deeply rooted social problems within the country. This underlining intuitive has continued through the administrations of Presidents George Bush, Bill Clinton, and, George W. Bush and more recently Barack Obama. The primary focus of mentoring in this phase of the development in mentoring has been on enlisting and encouraging middle-class volunteers to serve as mentors for the less fortunate and disadvantaged and at-risk youth and now a days with more focus on minority i.e. African American, as well as increased support through collaboration between schools, corporations, and universities (Miller, 2002) al context to retain and support students in their educational quest.

Due to individuals experiencing mentoring at different times in life, because everyone are facing different things at different phases in life, it is not startling that there are three main streams of mentoring scholarship: workplace mentoring, youth mentoring, and academic mentoring. Rhodes (2002) states that youth mentoring involves a relationship between a caring, supportive adult and a child or adolescent. Youth mentoring assumes that supportive relationships with adults are important for personal, emotional, cognitive, and psychological growth (Rhodes, 2002). Per Jacobi (1991) academic mentoring typifies the apprentice model of education where a faculty member imparts knowledge, provides support, and offers guidance to a student protégé on academic (e.g., classroom performance) as well as non-academic (e.g., personal problems, identity issues) issues, I would add that addition to faculty member, others include elder peers within academics. Academic mentoring can and often times facilitate psychological adjustment and foster a sense of professional identity within a given setting. Finally, workplace mentoring which takes the place in an organizational setting and the purpose is the personal and professional growth of the protégé (Kram, 1985). In this case the mentor may be someone of higher position, and most almost often outside of the protégé normal chain of command. In this case as the researcher examines and get a better understanding of mentoring and the effects thereof, the youth would be older to and looking back from past to present in their mentoring experience or lack thereof. Several narrative reviews of the youth, academic, and workplace mentoring literature exist.

In several reviews of mentoring information some narratives summarize research findings associated with youth as formal mentoring relationships (e.g., Miller, in press), or naturally occurring mentoring relationships (e.g., Mullen, in press; Zimmerman, Bingenehimer, & Behrendt, 2005). Other reviews focus on a one or specific type of mentoring (e.g., academic, youth) more broadly (e.g., Jacobi, 1991; Wanberg, Welsh, & Hezlett, 2003). Several quantitative reviews also exist. Collectively these represent important efforts to synthesize the literature. However, there are no reviews that can fully understand mentoring for each specific ethnicity in definite. The present study addresses this issue in gaining a better understanding of what can possible work to better assist in younger youth getting support needed prior to and while in higher education directly out of high school or GED program.

Moreover Gray (2011) took a very personal look at the effects of mentoring African American youth. The background information provided in sight on problems associated with mentoring African American youth. The dissertation goes along the lines of the researcher, research question and brings understanding to pressing issues faces amongst African American K-12 youth. The foundation provides information ranging within a certain time frame 2008-2010 and mostly within a controlled environment, however, Gray (2011) hits on new information that can be gathered from recent graduates now in college, which supports the importance of, Gray (2011) research topic. The dissertation uses many alarming statistics such; In a 6-year longitudinal study of a nationally representative sample of approximately 25,000 eighth-grade students, Anderson, Tiggs (1997) showed that for Black students, regardless of gender, who enrolled in a 4-year or 2-year college or university right after high school there were notable disparities between their degree of enrollment and those of other races whose enrollment numbers were higher. Within the dissertation, Gray (2011) also stated that, Anderson, Tiggs (1997) Black females were 62% more likely to attend a four-year college and 58% more likely to attend 2-year College. Although this is not a direct dissertation of the complete angle the researcher is taking on the mentoring issue amongst African American K-12 youth, the researcher determined that the review of such information is appropriate and critically analyzes the minority’s community and the effects of mentoring youth and future outcomes.

Chapter 3

Methodological Assumptions, Limitations, and Delimitations

Setting of the Research/ Participants

There will be approximately 15 participants. In this group there will be students and possible non students randomly selected to get a varied but hopefully substantial response.

The setting of the study would be done via online, and face to face on two-year college campuses. Participants will either be in group setting, and one on one. The criteria for this selection is African American, and in college, thoughts of going to college, and non-interested in higher education adults ranging from age 18-21.

Process

For this research the researcher will contact the appropriate authority to gain permission to interact with given students on campus if need be. Data will be collected from students and non-students alike, using questionnaires, face-to-face interviews, and a focus group interview. Using the mixed methods will help participants gain a general understanding about the effectiveness of the mentoring for African American youth. In addition, using more than one method to study the same phenomenon will strengthen the validity of the results (Frechtling, 2002). The qualitative nature of the research will allow for the the researcher to examine situations from the point of view of those in the study (Gall et al., 2003). Qualitative research allows researchers to find out what the participants know, think, do, or feel through the use of interview, observation, and analysis (Patton, 2002). In addition, quantitative data-collecting methodology provided broad and generalizable information about mentoring African American youth and those who are not mentored about the proportion who planned to remain in the school. Survey questionnaires will be the quantitative methodology used to collect data. Data will also be collected by reviewing documents of related Mentoring Program materials at the through various methods of research such as (particular school) website and through the Internet. Data will be collected on several aspects of the mentoring African American and mentoring as a whole to help the researcher understand the experiences of the participants while they were in K-12 and current position in life be it higher education or not. Data will be collected to evaluate the effectiveness of the Mentoring in African American and the effect it has on high school graduation and dropout rates by looking back to look forward at what can be done.

This study will involve only African American Students in southern Los Angeles. The purposive sampling procedure that will be used may decrease the generalizability of findings in this study. The study will not be generalizable to all areas of mentoring. This evaluative study may be confined to interviewing and questioning purposefully selected students/non student’s alike teachers in a 2- year college in southern California. The study will depend on participants to be open and trustworthy in their responses. This study will involve human beings and, as a result, personal views and concerns may limit the accuracy of responses.

Anticipated Research Design and Methods

This study is a qualitative case study that explores academic success or failure as it relates to African American Youth with mentoring in an illustrative descriptive design because it utilizes one or two instances of an event to show what a situation is like (Creswell, 2014). In addition, illustrative case studies serve primarily to make the unfamiliar familiar and to give readers a common language about the topic in question (Creswell, 2014). This type of case study will explore interventions that are too complex for a survey or experimental strategies. As far as evaluation language are concerned, the explanations would link mentoring strategies with student success or failure. The use of a focus group is included because it relies on three fundamental strengths of qualitative methods: (a) exploration and discovery, (b) context and depth, (c) interpretation.

A focus group is a form of qualitative research in which a group of people is asked about their perceptions, opinions, beliefs, and attitudes towards a product, service, concept, advertisement, idea, or packaging. Questions are asked in an interactive group setting where participants are free to talk with other group members within this environment this method of interviewing allows for brainstorming, sharing ideas and deepening of the discussion because of the variety of participants and their experiences.

Lasting Thoughts

The researcher choice of literature as it relates to research questions is valid. Gray (2011) saw fit to use information pertaining to what interest and intrigued him the most through other professionals work and create a qualitative experience. Gray (2011) took alarming information gathered through various statistics and counter-parted with real life solutions to see the outcome of the questions at hand. The researcher believes that the information presented by, Gray (2011) was powerful and penetrating for anyone who desire to help minority youth.

The researched information can be a foundation for new ways in servicing the youth. An addition, Gray (2011) stated that the mentoring initiatives of the Kappa League program may not serve as a panacea for all the struggles this population faces, but enough efforts have been made to determine if the young men who have taken part in the program are any better off because of their participation. Therefore, an expansion study on the understanding of African American males’ youth mentoring programs within different places throughout the US can offer qualitative and quantitative informative research.

Although much research can has done, the research acknowledges that more information can be done in African American K-12 youth, when it comes to the effects mentoring programs have on their overall academic achievement and dropout rates in America. The lack of specific research for African American youth and mentoring programs is not at all in any way a derailed or close caused. The researcher is confident this research can change that pattern. The researcher believes that further discovering information within this topic can bring and shed light on this specific topic from a more broader perspective than that which have been obtained thus far.

An addition, the researcher highlighted more information with a direct correlation to mentoring the youth. While studies go further than just the K-12, African American faces continued issues once in college. Although this focus of this information in pertaining to African American males the researcher finds compelling information that can assist and validate his cause. This is an issue because the educational underachievement among African American males not only impacts society but also impacts the social positioning of African American men, as degree attainment is directly attributed to the workforce, income, social mobility, decreased likelihood of incarceration and increased life expectancy (Bush and Bush’s, 2010). In a recent study, it was gathered that currently, nearly fifty percent of African American male students are enrolled in some sort community college, but struggle to obtain academic success (Toldson and Morton’s, 2011). By having such effective mentoring programs through K-12 for African Americans will alleviate the many problems that are currently faced within society for African American youth and even into adulthood.

Data indicates that African American males alone have the lowest mean GPA among male students in community colleges. According to the U.S. Department of Education (2006), African American males have an average GPA of 2.64 (cited in Wood, J. and Turner, C., 2006). In contrast, the average GPA’s of their American male counter- parts are as follows: White males 2.90, Hispanic-Latino males 2.75, and Asian males 2.84 (Wood, J. & Turner, C., 2006). Hence, African American has the lowest retention rate preventing them from getting a degree. This information is alarming on so many levels, because we must go back to the root which is the youth, and make sure that the appropriate things are being addressed and mentoring the African American youth is vital to society as well as African American history with America.

As the researcher, this is personal to me and has laid a foundation of much needed work to be done. After further investigation, the researcher personal cause is only small compared to the impact that is needed at such a “now” time. Growing up not affording such opportunities one had to learn how to survive and believe more within that life could be better. Often than not minority youth are less advantage, by having such mentoring programs can and will bring awareness to many academic issues and overall societal issues, ultimately creating a better overall person, (intellectually, mentally, healthy, and socially).

The results in this paper supported the results of the hypotheses that African American K-12 students can benefit from mentoring programs with their overall academic achievement and decrease high school dropout rate.

This report goes beyond the original request by including information about many different aspects of mentoring programs and their efforts for African American youth. This information is provided for many reasons. First, it is important to note it recognize that many effective mentoring programs have been found on a broader scale, among other things to improve academic performance. Second, information about how mentoring programs works and the conditions under which mentoring programs is most effective when focusing on African American youth. Moreover, mentoring programs might better serve African American youth with greater needs that can be addressed directly to the purpose of academic achievement and high school dropout rates. Lastly, the information could be useful in developing and implementing new mentoring programs nationwide for African American/ Minority youth.

Researches overall conclude that mentoring programs can be very effective at improving youth academic achievement level and dropout rates. Effective mentoring programs, more specifically African American youth, were found to require significant levels of intense and long lasting. It should be noted that the ability of mentors within a mentoring program to stand in the gap for African American youth is often challenging, but rewarding and accomplishing. The challenges may be due to the often-significant negative circumstances and influences present in these youth’s lives.

The researcher found that mentoring programs should be part of an overall program/intervention that offers more than just the focus at hand (academic achievement, high school dropout rates). Effective mentoring programs are built and run with coordinated with other components; the success of such mentoring programs depends on all components. The researcher discovered that the most effective mentoring programs have specific goals, criteria, and methods for youth interaction on an on-going basis (schedule). Monitoring and evaluation are important to understand to what degree the program is successful.

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