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The Influence of Mentoring on the Academic Trajectory of a 17-Year-Old Black Male College Sophomore from the United Kingdom: A Single Case Study

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Title: The Influence of Mentoring on the Academic Trajectory of a 17-Year-Old Black Male College Sophomore from the United Kingdom: A Single Case Study
Language: English
Authors: Goings, Ramon B., Davis, Julius, Britto, Joseph, Greene, Dijaria
Source: Mentoring & Tutoring: Partnership in Learning. 2017 25(3):346-368.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 23
Publication Date: 2017
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Descriptors: Foreign Countries, Mentors, College Students, Adolescents, Case Studies, Black Colleges, Blacks, Program Effectiveness, Qualitative Research, Student Experience, Racial Bias, Elementary Secondary Education, Critical Theory, Race, Foreign Students, Interviews, Racial Identification, Observation
Geographic Terms: United Kingdom, United States
DOI: 10.1080/13611267.2017.1364853
ISSN: 1361-1267
Abstract: There has been a national- and state-level call for colleges and universities to develop targeted mentoring programs for Black males. However, there is limited published scholarship that has investigated the experiences of non-U.S.-born Black males in these college mentoring programs generally, and at historically Black colleges and universities (HBCUs) specifically. Thus, the purpose of this qualitative study is to examine the experiences of a 17-year-old Black male college sophomore from the United Kingdom who enrolled in a HBCU male-focused mentoring program. Findings reveal that he benefited from pre-college mentoring as he developed strategies to respond to racist encounters during his K-12 schooling in the United Kingdom. In the university mentoring program, he benefited most from one-on-one mentoring opportunities with university officials. Implications for universities and future research are discussed.
Abstractor: As Provided
Number of References: 67
Entry Date: 2017
Accession Number: EJ1160782
Database: ERIC
FullText Text:
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  Data: The Influence of Mentoring on the Academic Trajectory of a 17-Year-Old Black Male College Sophomore from the United Kingdom: A Single Case Study
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: <searchLink fieldCode="DE" term="%22United+Kingdom%22">United Kingdom</searchLink><br /><searchLink fieldCode="DE" term="%22United+States%22">United States</searchLink>
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– Name: Abstract
  Label: Abstract
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  Data: There has been a national- and state-level call for colleges and universities to develop targeted mentoring programs for Black males. However, there is limited published scholarship that has investigated the experiences of non-U.S.-born Black males in these college mentoring programs generally, and at historically Black colleges and universities (HBCUs) specifically. Thus, the purpose of this qualitative study is to examine the experiences of a 17-year-old Black male college sophomore from the United Kingdom who enrolled in a HBCU male-focused mentoring program. Findings reveal that he benefited from pre-college mentoring as he developed strategies to respond to racist encounters during his K-12 schooling in the United Kingdom. In the university mentoring program, he benefited most from one-on-one mentoring opportunities with university officials. Implications for universities and future research are discussed.
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  Data: 2017
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  Label: Accession Number
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  Data: EJ1160782
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      – SubjectFull: College Students
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