EFFECTS OF MENTORING

The effects of mentoring on the graduation rates of African American males

The effects of mentoring on the graduation rates of African American males

Introduction

On an anecdotal level, fellow students report that African American students are “very complacent with their education and it wasn't much of a priority” (Eanes & Mansaray, 2007, p. 1). Another student stated that “some preferred to work at McDonald's all their life, as long as they could sport the latest gear and the most expensive shoes” (Eanes & Mansaray, p. 1). These anecdotes indicate that, either because they do not have aspirations for college, or because they cannot see the larger picture, many African American students underperform in school. One explanation for this lack of interest in school is that these students are being influenced by “a sub-culture that minimizes intellect and castigates conformity” (Neely, 2003, p. 12). Others argue that African American students “come from areas that do not focus on…intellectual growth at a young age” (Neely, p. 12). Still others argue that African American students, by the time they reach high school, have internalized so much negativity that they divorce themselves from the ascribed goals of the mission statements of schools (Neely, 2003; Rubin, 2001). As a result, one teacher did “all she can to get them to see the bigger picture of life” (Eanes & Mansaray, 2007, p. 1). But the “bigger picture” itself may account for lack of commitment to education. Certainly, African American students see the results of unemployment in their communities, and may question the value of an education.

The bigger picture may also convince African American students that the system as a whole is stacked against them. Many African American students report that discrimination “inhibits their progress in school” (Neely, 2003, p. 19). Others believe that teachers have developed negative attitudes towards them, resulting in their poor grades. Still others “tend to stay away from situations where they may get embarrassed” (Neely, 2003; Walker, & Byas, 2003), especially where there is a chance of what Steele calls “stereotype threat.” Overall, “the effect of this behavior is that students approach learning and school with a fairly low feeling of self worth” (Neely, p. 21). Often, African American students misbehave in school simply to be removed from potentially embarrassing situations in classrooms. (Neely, 2003; Wimberley, 2002). Additional societal factors may also influence the persistence of the African American achievement gap. Studies have found that “children who grow up apart from their biological fathers do less well, on average, than children who grow up with both natural parents” (Neely, 2003, p. 14). These students, by and large, are less likely than others to both complete high school, and to hold down a good job. There is also an achievement gap between children in one- and two-parent households, and children raised by single mothers in particular are at risk of school failure (Neely, 2003; Wimberley, 2002). One reason for this may be that children from one-parent homes tend to move more often, ...