Mentoring Program For Underrepresented Racial Minority

The research topic I plan to focus on involves studying the experiences of African American males who have formed mentoring relationships as undergraduates, particularly when the mentor is a Black male and the relationship takes place at Clemson or other PWIs in the south. In my opinion, these relationships can have a profound impact on a student’s ability to persist towards graduating from college. Though my research, I want to hear the experiences of Black males who have benefited from successful mentoring relationships with other Black men. As a mentor, I believe that establishing a strong mentoring relationship with Black males at a young age can greatly improve their chance of academic success. Furthermore, I believe that mentoring is a strong early intervention mechanism to prevent Black males from dropping out of high school and deterring them from pursuing degrees in higher education. At the same time, I would like my research interest to focus on African American males in the south, but I would like my scope to focus on mentoring relationships between black men; both structured and unstructured.

First, only one program was studied. It is difficult to know whether a similar program would yield similar results. Second, the study was completed during the first semester of the program. If the same research questions were examined during the second semester, the results might vary because of the additional time spent between mentors and mentees as well as the additional topics discussed. The first semester lessons and activities are about building relationships. Third, only the mentors were studied. Finally, only a small sample of the mentors in the program were the focus of this research. A more comprehensive sample size will most likely yield varying results.

During her time in the program, she headed an alternate entry mentor program to mentor master’s-level students.

As a part of the HBCU Alumni Alliance’s Higher Education initiative program; Alumni of Historically Black Colleges and Universities (HBCUs) are concerned about the inadequate representation of minorities in Science, Technology, Engineering and Mathematics (STEM) related professions. Consequently, DCHBCUAA STEM professionals have designed and organized an instructional hands-on STEM workshop for students in grades 10-12, to enlighten them on the different facets of professions available in the sciences. As a part of our community partnership with Kaiser Permanente, we have a workshop scheduled for Saturday, April 29, 2017, from 800 am-5:00 pm, at 2101 Jefferson Street in Rockville, Maryland.

Alumni of Historically Black Colleges and Universities (HBCUs) are concerned about the inadequate representation of minorities in science, technology, engineering and mathematics (STEM) related professions. Consequently, DCHBCUAA STEM professionals have designed and organized an instructional hands-on workshop for students in grades 10-12. The workshop is designed to increase their awareness of the exciting opportunities available in the sciences and to provide an opportunity for students to talk to subject matter experts currently working in STEM occupations.

From birth to adulthood, children go through countless emotional, academic and social transitions. Towards the culmination into adulthood, young adults experience a transition from middle school to high school. When students transition from middle school to high school, things change as they head into adulthood, there are several new social and academic adjustments ahead. Such as, peer pressures, navigating a new environment, bigger challenges with classes and homework, and peer pressure. Schools often try to develop programs that will help students successfully make this transition. One tool that can assist in making the transition seamless is an onsite mentoring program at the high school level. A school mentoring program could offer assistance in many areas for example, tutoring, time management, behavior, social skills, and development of positive relationships. At risk students can benefit greatly from a mentoring program. The past decade has seen widespread enthusiasm for school mentoring as a way to address the needs and problems of youth (Herrera, Kauh, Cooney, Grossman & McMaken, 2008). In the last seven to ten years, high school mentor programs have become very popular across the country.

There is a broad range of factors that might make the youth of any ethnicity to participate in antisocial behaviors. Notably, these factors include young people’s own feelings, family relationships and being brought up in communities with widespread alcohol and violence. In addition to this, young people engage in antisocial behaviors if they have been exposed to poor health, substance abuse, poor-quality housing as well as poor health. These risk factors place youths at risk of dropping out of schools, disengaging from employment and community (Ware, 2013). Further, indigenous youth faces challenges of dislocation arising from colonization coupled with the impacts of the stolen generations. The impact of the forced displacement of homeland and socioeconomic dispossession associated with the colonization period left a legacy of parents raised in abusive settings who are not abusing their own children. In addition, it left a legacy of dislocated kinship networks that reduced family support. Overall, the indigenous young people encounter extra challenges of cultural discontinuity, dispossession, and inter-generational trauma (Ware, 2013). This paper seeks to discuss some of the mentoring programs that can bar young people from engaging in anti-social behaviors that can greatly affect their future.

Serve as a positive role model and a trusted advisor to at-risk high school youth of McNair High School, Dekalb County School District, and within the local Atlanta Communities. The “100 Black Men of Dekalb County” is a signature mentoring program structured to help youth reach their full potential and become contributing members of society. Each day, from 3:30-4:30, I will meet with students in the auditorium to give advice with curriculum, set goals in academic and future career, eating healthy, exercising and weight training. Community service will be include a service project in the local neighborhood.

In order to implement a program evaluation to determine client gains, there will be a team consisting of myself as the lead consultant, 3-4 program evaluation support staff members who will assist in the evaluation process and one staff member from the center being included to provide relevant center information. Key staff from the center will be asked to form an advisory group where all evaluation measures, outcomes and processes will be discussed, approved and presented.

Summer Programs Help Prepare Minority Students for College STEM, Laura Perez, CHEM 1305, August 08, 2016

Valley Scholars program staff will oversee all aspects of monitoring and evaluation for the actual program. For the most part, VS staff will spearhead all aspects of the program. The staff will develop instruments used, as well as aggregate and analyze data gathered from both program participants and patterning schools. Of the data collected and analyzed, the staff will report relevant outcomes to JMU and potential program funders, while ensuring that the necessary programmatic enhancements are implemented.

This position reports to the Program Director for the Center for Academic Success and is responsible for coordinating all aspects of the undergraduate peer tutor program on all campuses to

Large portions of the minority youth in the Midwest grow up in low-income communities where risk factors reduce their chances to attend college and excel academically. Project IMPACT is a multicultural academic program created by former Associate Provost of Diversity, Dr. Myra Gordon, to help minority recruitment and retention. Over 4,000 minority students have participated in special campus visits during high school, and a lot of them have decided to attend the university. Each academic school year, the Office of Diversity at Kansas State University hosts “College for a Day”, sponsored by Cargill and ConocoPhillips. There are about 700 students that are influenced by our ten “College for a Day” events throughout an academic school year. The

3. The third key point that I took away from the evaluation was the importance of developing a performance evaluation system. The evaluation system is a key component that assists to “assess both short-term and long-term outcomes for participants in the program, including educational and social outcomes” (Bania et al., 2014, p. 5). I learned that when the system is implemented effectively, it ensures accountability and promotes growth.

The College of Natural Sciences (CNS), the largest academic college at The University of Texas at Austin, continuously seeks to develop innovative recruitment methods that support institutional efforts to increase and strengthen student body diversity and inclusion. As a result, the CNS Undergraduate Recruitment and Visitor Center, and the CNS Constituent and Alumni Relations Office have developed the Alumni-Freshmen Mentoring Initiative, a pilot program for CNS alumni and newly admitted CNS freshmen from historically underrepresented backgrounds (Black and Latino students). The initiative will target students and alumni from the Greater Houston and Dallas/Fort Worth areas and connect CNS alumni in the health or science profession