School-Based Group Mentoring and Academic Outcomes in Vulnerable High-School Students

Chan, Wai Kin Victor; Kuperminc, Gabriel P.; Seitz, Scot; Wilson, Christyl; Khatib, Nadim

doi:10.1177/0044118x19864834

Cited by 8 publications

(6 citation statements)

References 34 publications

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“…PA is a group mentoring program that is designed to promote resilience among students identified as being at risk for dropping out of school (Chan et al, 2020; Kuperminc et al, 2020). The program provides resources and facilitates support from adults and peers during 9th grade in a large urban public school district on the West Coast of the US.…”

Section: Methodsmentioning

confidence: 99%

A brief report on peer influence in group mentoring: A source of peer contagion or prosocial behavior change?

Joseph

Kuperminc

2021

Journal Community Psychology

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Group mentoring programs foster supportive relationships and constructive feedback between mentors and peers. Given the power of peer influence to promote adaptive or harmful outcomes, it is important to evaluate peer influence in group mentoring. This study examined whether a history of negative behavior among peers in mentoring groups exacerbated individual participants' behavior problems. Using a sample of 239 ninth grade participants in a group mentoring program, multilevel regression assessed group‐level influence on suspensions and truancy using school administrative data records. The association between exposure to peers with a history of problem behaviors and outcomes did not reach statistical significance for either outcome. The results suggest that grouping youth with a history of poor attendance and suspensions did not inherently increase the risk for either outcome. Further evaluation of potential peer contagion effects and publication of nonsignificant results will help build literature to determine the likelihood of harmful outcomes for group mentoring.

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Section: Methodsmentioning

confidence: 99%

A brief report on peer influence in group mentoring: A source of peer contagion or prosocial behavior change?

Joseph

Kuperminc

2021

Journal Community Psychology

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“…Kyla thought her mentoring experience "sets us up for the future and helps us decide". This study's findings were consistent with previous research on the academic impact of mentoring through positive relationships (Bergin & Bergin, 2009;Fruiht & Wray-Lake, 2013;Laco & Johnson, 2017) and the impact of group mentoring on academic progress (Chan et al, 2019). Most notably, the findings supported Laco and Johnson's (2017) conclusions about a school-wide mentoring programme that being able to share with a teacher-mentor improved school engagement.…”

Section: Perceived Influence Of Mentoring On Studentssupporting

confidence: 89%

“…Evidence has indicated that group mentoring impacts positively on social skills and relationships by building strong group identities and group cohesions with their mentor and peers in their group (Chan et al, 2019;Herrera et al, 2002;Karcher et al, 2006;Kuperminc et al, 2019;Kuperminc & Deutsch, 2021;Kuperminc & Thomason, 2013). Through group mentoring mentees learn from and share with each other in a safe environment.…”

Section: Research Into Different Forms Of Formal Youth Mentoringmentioning

confidence: 99%

“…Although relationships with mentors may not be as close and intense as in one-on-one mentoring, in group mentoring mentees benefit from social group interactions (Herrera et al, 2002;Kuperminc & Deutsch, 2021). Group mentoring can also increase resilience, positively promote mentees' wellbeing (Simões & Alarcão, 2014) and positively, but to a lesser degree, affect students' academic progress (Chan et al, 2019;Herrera et al, 2002;Kuperminc & Deutsch, 2021). Some research suggests group mentoring is practical, cost-effective, resourceefficient and beneficial even if not an ideal form of school-based mentoring as it is less intense than one-on-one mentoring.…”

Section: Research Into Different Forms Of Formal Youth Mentoringmentioning

confidence: 99%

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Teachers’ and students’ experiences and perceptions of a school-wide mentoring programme in New Zealand

Moehricke¹

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Schools in New Zealand play an important role in young people’s academic and social development. Traditionally, schools have prioritised a focus on students’ academic success, with pastoral care often seen as important but not deserving a focus in itself. In the past decade, concerns about students’ wellbeing and mental health have increased and schools are tasked to find ways to deal with these concerns and demands effectively. As a strategy, many secondary schools in New Zealand have recently introduced stand-alone school-wide mentoring programmes to support their students’ academic and social development and to improve students’ wellbeing. The focus of this study is on one example of a school-wide mentoring programme which applied a whole school approach using teachers as mentors. This programme was in contrast to most formal mentoring programmes which target ‘at-risk’ students using external-to-school adult mentors. This study explores the nature of the programme, its contextual factors and teacher-mentors’ and students’ experiences and perceptions of the programme. This mixed-methods study collected teacher-mentors’ and students’ data in three distinct phases: adapted surveys from existing youth mentoring research tools (Match Characteristics Questionnaire (MCQ) and the Youth Mentoring Survey (YMS)), student World Café discussions and one-on-one interviews with teacher-mentors and students. The thematic analysis of teacher-mentors’ data identified the importance of how the intended mentoring programme was implemented, teachers’ experiences and perceptions of their relationships with students and their adaptation to the teacher-mentor role. The thematic analysis of students’ experiences and perceptions of the mentoring programme highlighted their varied experiences and perceptions which were shaped by the nature of the mentoring activities, the quality of their mentoring relationships and their perceived growth from mentoring. The study examined contextual factors which influenced the relationships between teacher-mentors and students by conducting an analysis informed by the principles of third generation CHAT. The study showed that teacher-mentors’ skills and their ability to form strong interpersonal relationships directly influenced students’ experiences and perceptions of mentoring. Close personal mentoring relationships led to students’ increased sense of wellbeing and personal growth. The key implications of these findings point towards the need for personal investment from teacher-mentors and students for mentoring relationships to be positive and successful. However, teachers’ skills in mentoring were strongly shaped by previous professional experiences such as previous experiences in pastoral care or experience of relational pedagogy in subject teaching, thus making the role more difficult for less experienced teachers. Teacher-mentor participants all noted difficulties in navigating the, at times, contradictory demands of the subject teacher and teacher-mentor roles. Ongoing professional learning about these challenges was largely absent. Students highlighted the significance of relational qualities of their mentoring relationships on their personal development, noting that these were undermined when the school changed their teacher-mentor or when a teacher-mentor left. The study highlights the value of school-wide mentoring programmes to students. It raises significant issues to resourcing and ongoing professional learning schools experience when fulfilling an extensive pastoral role in addition to their expected academic functions. The study contributes to the growing body of research about group and hybrid mentoring, and in particular, some of the challenges associated with implementing such forms of mentoring in school-wide settings.

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“…In each of the three key program elements described above, participants are exposed to models and connected to mentors, improving retention (Castleman and Page, 2015; Chan et al, 2019;McKendall et al, 2014;Patel et al, 2015;Smith-Branch et al, 2018;Tierney and Garcia, 2014;Wrensford et al, 2019). The HSTA family is a broad and deep support network that includes teachers, administrative staff, near-peer college students, community members, university faculty and staff, students' families, and the HSTA students themselves.…”

Section: Mentoring and Modelingmentioning

confidence: 99%

The Health Sciences and Technology Academy (HSTA): Providing 26 Years of Academic and Social Support to Appalachian Youth in West Virginia

Chester

McKendall

et al. 2020

JSTEM

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The Health Sciences and Technology Academy's, (HSTA) goals are to increase college attendance of African American, financially disadvantaged, first generation college and rural Appalachian youth and increase health-care providers and STEM professionals in underserved communities. Students enter in the 9th grade and remain in HSTA four years. They engage in a rigorous academic program within the nurturing environment of small after-school clubs punctuated by yearly summer camps on multiple college campuses. A distinctive piece of HSTA is its students' development of research projects under the mentorship of teachers and researchers that examine and address health issues faced by their communities. The projects help HSTA students to understand the health dynamics in their local community, transforming them into community advocates who address health and social issues at home as they prepare to move on to college and beyond. Substantial in-state tuition waivers inspire 99% of the 3,021 HSTA graduates to attend college versus 56% of WV high school graduates. Approximately 85% of matriculating HSTA students graduate with a four-year degree or higher versus less than 50% of all college entrants. To date, 57% of HSTA students go into health and other STEM majors, much higher than the state and national figures.

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School-Based Group Mentoring and Academic Outcomes in Vulnerable High-School Students

Cited by 8 publications

References 34 publications

A brief report on peer influence in group mentoring: A source of peer contagion or prosocial behavior change?

A brief report on peer influence in group mentoring: A source of peer contagion or prosocial behavior change?

Teachers’ and students’ experiences and perceptions of a school-wide mentoring programme in New Zealand

The Health Sciences and Technology Academy (HSTA): Providing 26 Years of Academic and Social Support to Appalachian Youth in West Virginia

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