What is it about?
Study of first three months of a school-based mentoring program, which found evidence of personal but not of academic benefit of the program. Higher quality of mentoring environment was associated with greater school engagement. Student expectations, but not gender or initial school engagement, were associated with quality of mentoring environment. Students who had higher expectations of the program generally seemed to benefit from the program better.
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Why is it important?
This paper supplements anecdotal evidence of mentoring benefits with research and discussion of the processes and outcomes of school-based mentoring. More specifically, it outlines the programmatical as well as relational contexts that are more helpful than others and surveys a rather unique teacher-based and yet entirely student-focused (rather than curriculum-focused ) mentoring. The focus on student expectations is important as these may be managed for the benefit of this and similar programs and most importantly, the youth.
Perspectives
In this paper, we summarize the up-to-date literature about school-based mentoring, review one program that I have been closely involved with, and attempt to enrich both the literature as well as the program by shedding some light on the role of student expectations.
David Laco
Read the Original
This page is a summary of: “I Expect It to Be Great . . . but Will It Be?” An Investigation of Outcomes, Processes, and Mediators of a School-Based Mentoring Program, Youth & Society, June 2017, SAGE Publications,
DOI: 10.1177/0044118x17711615.
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