Date of Award
Doctor of Education (EdD)
College of Education, Doctoral Program
This narrative inquiry evaluated how a school-based mentorship program called The Chamber of Scholars: African American Male Mentoring Intervention, which served exclusively African American male students in high school, impacted the participants’ identification with academics, perception of mattering to their school, and academic performance. The program was evaluated using a pre-interview and a post-interview of all participants, daily field notes of activities, and weekly journals. The study found that participants who regularly attended daily intervention sessions for ten weeks increased their identification with academics (value of school). The study also found that participants who regularly attended daily intervention sessions for ten weeks perceived they mattered more to their school. Finally, the study found that participants who regularly attended daily intervention sessions for ten weeks improved their overall academic performance. The study also found that students who did not fully apply the lessons of the intervention did not improve their academic performance as significantly as those who did apply the lessons. The background for this narrative inquiry study came from the data that shows that African American male students are a low performing group of students in the United States school system, compared to other groups. The results of this are a resource for educational leaders who desire to design and implement subsequent school-based mentorship interventions for African American male students nationwide.
Collins, David Jacoby, "Mentoring Urban African American Male Students in Secondary School" (2022). College of Education Theses and Dissertations. 245.