Annotated Bibliography Part 2
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CP: Annotated Bibliography Sources 9-16
Horace L. Solomon, III
School of Education, Liberty University
Author Note
Horace L. Solomon, III
I have no known conflict of interest to disclose.
Correspondence concerning this assignment should be addressed to Horace L. Solomon, III
Email:
hlsolomon1@liberty.edu
Beattie, A. M., PhD, Busse, H., MSc, Kipping, R. R., PhD, Gunnell, D. J., Prof, Hickman, M., Prof, Macleod,
John A A, Prof, Hollingworth, W., Prof, Berridge, D., Prof, Metcalfe, C., PhD, & Campbell, R. M.,
Prof. (2016). Youth mentoring for young people at risk of exclusion from secondary school: A
feasibility randomised controlled trial. The Lancet (British Edition), 388, S22-S22.
https://doi.org/10.1016/S0140-6736(16)32258-9
This article discusses the use of mentoring programs for students who are at-risk and likely to be
expelled or dismissed from school. The study shows that the at-risk students retained a lot of knowledge
from spending time with their mentors and the overall consensus was good. The mentees seemed to just
need some individual and small group time in order to work out some of the issues that caused them to
fall behind initially. The authors pointed out that the results were higher for the at-risk students when
the mentors were not associated with the school setting. In many cases, the students said that they
preferred to speak to mentors unconnected with the school because their problems were easier to
discuss. The only negative aspect of the entire process was the way that the mentoring relationships
ended for the students. This article is important to my research because it adds to my belief that
mentoring programs help at-risk students in many ways.
Blankenship, B. B., Canning, P. C., & Deasy, P. (2020). Does our peer mentoring program help? effects on
probation students’ academic possible selves, GPA, and retention.(3), 91-101.
https://doi.org/10.33423/jop.v20i3.2942
This article discusses the impact that peer mentoring had on students who were at-risk and already on
probation. The students came from different paths, but they all had a few things in common:
they had
records and needed mentoring. The study showed that the mentors had a positive effect on the students
when they were able to meet frequently. The students themselves depended on that one-on-one time
with their mentors and sought other ways to achieve success when not with them. The authors
explained that frequency and relationships were two of the main factors that led to success. The groups
of students who did not meet often showed no satisfactory results, but those who did improved
exponentially. This article proves to me that mentoring is especially important in the lives of young
people and that without it, some of them would be lost even more. The article will help me with my
research to show that mentoring has some positive effects on at-risk students no matter what stage they
are in.
Chan, W. Y., Kuperminc, G. P., Seitz, S., Wilson, C., & Khatib, N. (2020). School-based group mentoring
and academic outcomes in vulnerable high-school students. Youth & Society, 52(7), 1220-1237.
https://doi.org/10.1177/0044118X19864834
This article outlines the impact of Project Arrive, a school-based mentoring program that was
implemented to help at-risk 9
th
grade students who were labeled “vulnerable”. Studies have shown that
at-risk students sink further into the abyss of academic failure when their issues are not addressed early
on. The authors explain that with the increasing number of at-risk students, it is imperative that some
type of intervention occur. When the school-based mentoring of Project Arrive was implemented, the
results were not as easy to see. However, by the end of their 9
th
and 10
th
grade years, the mentees of
Project Arrive saw improvements at school and home. This article is needed for my research because it
explores how impactful mentoring is to the overall lives of the at-risk students.
Gaudreault, K. L., Shiver, V., Kinder, C., & Guseman, E. (2016). Healthy pokes: After-school education and
mentoring to enhance child health. Journal of Physical Education, Recreation & Dance, 87(1), 38-
43.
https://doi.org/10.1080/07303084.2015.1109491
Gaudreault, et al (2016) postures that mentoring programs can help at-risk students and prevent others
from getting the label later on. It has been shown through research that mentoring programs for at-risk
students are effective in multiple ways, including academically and health-wise. The article discusses the
use of mentors to help students make choices that will lead them to a better future. The use of an after-
school program designed to address the health and academic performances of at-risk students has a
two-fold purpose:
To give the students someone they can relate to and also to teach them coping skills
for life away from school. Mentoring is a tool used to help students set goals and implement them
through routines that are sometimes unique to the student. This article is needed for my research
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because it contributes to the idea that mentoring has a positive effect on at-risk students in multiple
ways.
Hall, B., Serafin, J., & Lundgren, D. (2020). The benefits of academically oriented peer mentoring for at-
risk student populations. Teaching and Learning Inquiry, 8(2), 184-199.
https://doi.org/10.20343/teachlearninqu.8.2.12
Mentoring is one of the most widely used interventions to change the course of at-risk student’s lives in
middle school and high school. Mentoring, sometimes started as a tool to close achievement gaps, paves
the way to success for students beyond high school as well. This article sheds light on the use of peer
mentoring groups for first-year college students who are at-risk. These students had a tough time
transitioning from high school to college, so peer mentors were assigned. Throughout the entire process,
the mentors built a relationship with their mentees in an effort to instill in them a sense of belonging.
The authors contend that so many students drop out of college within the first year because they do not
feel like they belong in college. The lack of confidence in their abilities to succeed coupled with a lack of
belonging is disastrous for at-risk students. Mentoring them and changing their outlooks is one of the
best ways to help them set goals and achieve them. This article is necessary because the authors show
that mentoring, on any level, is needed.
Jackson, I., Sealey-Ruiz, Y., & Watson, W. (2014). Reciprocal love: Mentoring Black and Latino males
through an ethos of care. Urban Education (Beverly Hills, Calif.), 49(4), 394-417.
https://doi.org/10.1177/0042085913519336
This article examines the role of mentoring in relationships between Black and Latino mentees and
mentors. Reciprocity is one of the biggest elements of mentoring that is often overlooked; students have
to receive positivity in order to give it back. While most mentoring programs are aimed at rescuing at-risk
students from academic failure, it is important to nurture them fully. In this article, the authors contend
that an emotional attachment must be there to aid the at-risk students in the process. While the
mentors are there to bridge the achievement gap, they are responsible for helping to develop the at-risk
students through a culture of love and care. School-based mentoring has proven to be effective for Black
and Latino students and it is even more powerful when they can relate to whoever mentors them. This
article gives credence to the idea that mentoring programs have a major impact on at-risk students.
Larose, S., Duchesne, S., & Châteauvert, G. B. (2020). How does mentoring by teachers improve the
adjustment of academically at-risk students in high school? International Journal of School &
Educational Psychology, 8(1), 36-49.
https://doi.org/10.1080/21683603.2018.1509035
This article discusses the use of teachers as mentors to at-risk high school students rather than outside
individuals. In many cases, mentors and mentees do not have a strong connection within the school and
some research shows that is effective. However, this article explains that a strong positive relationship
between the mentors and mentees can be built between teachers and students. The quality of the
evidence given is high and the academic gains are to be rivaled. The authors contend that school-based
mentoring that is provided by teachers not only brings improvement academically, but also behaviorally.
Students who have a strong relationship with their teacher mentors are less likely to disrupt class and
that leads them to success and proficiency in concepts. Students who participate in teacher-student
mentoring programs are receiving the benefits of extra time with the teachers and the one-on-one or
small groups gives them the chance to ask questions to help with understanding. Additionally, the extra
time allows them to create a bond that extends beyond the classroom and the “safe place” becomes a
zone where they can release their innermost thoughts. This article will aid me in my quest to prove that
mentoring is an effective tool used to help at-risk students catch up.
Lindt, S. F., & Blair, C. (2017). Making a difference with at-risk students: The benefits of a mentoring
program in middle school. Middle School Journal, 48(1), 34-39.
https://doi.org/10.1080/00940771.2017.1243919
This article sheds light on the subject of mentoring programs in middle schools for all students, at-risk
and on pace. While middle school years can be a challenge for most students as they try to figure out the
changes that are incumbent upon them, schools work to implement mentoring programs. According to
the authors, strong relationships between mentors and mentees are essential to the success of the
programs as a whole. The adolescent mind is one that is impressionable, so it is extremely important to
give them support in every way. Mentors in middle school settings may be called upon to assume the
slack left by parents who juggle between the social and economic needs of their children. If a parent is
working hard to provide for the children, but missing vital time, mentors can close that gap as well.
Teacher mentors are also preferred sometimes because they have the basic or specialized training
needed to deal with the students who may not always be forthcoming about their needs. In essence,
teachers know the signs that show weakness or deficits, and they can more appropriately respond. This
article is needed for my research to show that at-risk students do indeed benefit from mentoring
programs.
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