Annotated Bibliography Part 1

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CP: Annotated Bibliography Sources 1-8 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

Brooms, D., et al. (2021) “It’s More than Just Mentoring”: Critical Mentoring Black and Latino Males from College to the Community.” Race Ethnicity and Education , vol. 24, no. 2, 5 Nov. 2018, pp. 210–228, 10.1080/13613324.2018.1538125. Accessed 6 Nov. 2022. This article focuses on the impact that mentoring programs had on Black and Latino students and how they chose to react within the community. One of the key aspects addressed was pairing mentees with mentors that could relate to the issues that they had. Research shows that mentoring programs work a lot better when the participants have some things in common. Minority students generally have issues that they face on a daily basis that limits their possibilities and most of those issues are ignored as the students struggle to catch up and keep up. Mentoring programs that evolve into a safe space for at-risk students benefit the students by alleviating some of the outside issues while giving them the support they need in order to make academic gains. The mentoring programs provided the at-risk students with opportunities to enhance their communities and help them to make decisions that will help them overall. This article is essential to my research because the achievement gaps will not just go away, and this article sheds some light on how the largest groups can be reached. Douglas L, Jackson D, Woods C et al (2019) Peer-to-peer mentoring for and by at-risk young people. Mental Health Practice. doi: 10.7748/mhp.2019.e1401 This article concerns the use of mentoring programs to help students overcome tragedies and negative events that have impeded their progress. Many at-risk students do not start out that way, but life events beyond their control drains them of the motivation to succeed and do well. Mentoring has become the vehicle used to help them to recover and make the gains needed to

close the gaps. The authors explored the possibilities that former at-risk students are the best mentors because they have a sense of commonality with their mentees. This article contributes to my research because the positive impact that mentoring has on at-risk students is routinely discussed. Douglas, L. J., Jackson, D., Woods, C., & Usher, K. (2019). Rewriting stories of trauma through peer‐to‐peer mentoring for and by at‐risk young people. International Journal of Mental Health Nursing , 28 (3), 744–756. https://doi.org/10.1111/inm.12579 This article discusses the impact that mentoring programs have on youth who have suffered through traumatic events that altered their lives in a significant way. The authors explain that peer to peer mentoring programs are effective because the mentees have things in common with their mentors. The mentors share their own experiences and are motivated to help others because of how the process helped them. The achievement gaps closed significantly when the process was implemented because the mentors knew how to reach the youth presently at-risk. This article is vital to my research because not only does it show how well mentoring works, but it also gives hope to the idea that there are effective ways to pull at-risk students back from the brink of disaster. Grey, L. (2019). The impact of school-based mentoring on the Academic Achievement Gap. Professional School Counseling , 23 (1). https://doi.org/10.1177/2156759x19890258

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This article discusses the importance and effectiveness of school-based mentoring programs on at-risk students. The author discusses the history of education in the United States and addresses the need to close the gaps that society and legislation created many years ago. Even with the changes that have occurred, the article points out that there are still major gaps between White and African American students and the long-term results are still evident. African American students still perform at an inferior rate because they still receive second-rate education, which leads to a lack of motivation and lower graduation rates. Mentoring programs are implemented to make the task a little easier by giving minority students a different avenue to learn and find the support needed to succeed. School-based mentoring programs can be used to make sure that the students get an equitable education even when equality is not available to them. This article is needed for my research, because the author gives insight on how mentoring closes the gap that time and other efforts cannot manage. Keijzer, Rineke, et al. “Towards Emotional Responsive Mentoring of At-Risk Students in Last- Resort Programs.” Empirical Research in Vocational Education and Training , vol. 13, no. 1, Dec. 2021, 10.1186/s40461-021-00129-9. Accessed 5 Nov. 2022. This article addresses the impact that mentors have on students who are at-risk and in the last resort stage of assistance. The authors explain that mentoring programs are effective because the at-risk students have an opportunity to meet with individuals who were in the same position. The at-risk students met with highly trained mentors who helped them to close the productivity gaps before it was too late. The mentors helped to get the students ready for graduation and the

workforce. This article is essential to my research because it delves into not only how mentoring helps, but also how a well-trained mentor can glean impressive results. McQuillin, S.and McDaniel, H. “Pilot Randomized Trial of Brief School‐Based Mentoring for Middle School Students with Elevated Disruptive Behavior.” Annals of the New York Academy of Sciences , vol. 1483, no. 1, 31 Mar. 2020, pp. 127–141, 10.1111/nyas.14334. Accessed 5 Nov. 2022. This article addresses the issues that at-risk students have in school because of behavioral issues. Studies have shown that at-risk students tend to disrupt the educational process when they lose hope for themselves. The authors examine the correlation between school-based mentoring and changes in at-risk students’ behaviors. The school-based mentoring program was led by well trained mentors who looked for diverse ways to motivate the at-risk students to participate in school rather than be a hindrance to the process. After the study was completed, it was found that the motivation strategies paid off for the students. The mentors and mentees forged good relationships and the students were able to excel. This article is essential to my research because it shows how mentoring done right can lead to remarkable success. Peterson, C. & Ramsay, D. (2021) Reducing the gap! Reciprocal mentoring between Black, Asian and minority ethnic (BAME) students and senior leaders at the University of Gloucestershire, Perspectives: Policy and Practice in Higher Education, 25:1, 34-39, DOI: 10.1080/13603108.2020.1738583

The purpose of this article is to examine the achievement gaps between minority students and their White counterparts in the education system. The article discusses the issues that minorities have when they go to higher education institutions and how the lack of guidance before and during the experience hinders their progress. The authors discuss the relationship between mentors and mentees throughout the process and how both parties improve as they participate in the mentoring programs. While the mentees are being successful and lessening their chances of failure, the mentees learn about themselves as they are assigned to help the others. Mentoring programs allow the minority groups to have someone that they can relate to and share their underlying issues with while attaining the lofty goals that they have set. Research has shown that at-risk students perform at a lower level when they do not receive the extra feedback that they need; however, given the extra assistance, they do a lot better. The study conducted allowed both the mentees and mentors to have takeaways that will change their viewpoints and allow them to help others in the future. This information is useful in my research because it helps to identify and solve some of the problems that different students have prior to attending school and trying to succeed. Wesely , J. K., Dzoba, N. P., Miller, H. V., & Rasche, C. E. (2017). Mentoring At-Risk Youth: an Examination of Strain and Mentor Response Strategies. American Journal of Criminal Justice : AJCJ, 42 (1), 198-217. https://doi-org.ezproxy.liberty.edu/10.1007/s12103-016- 9353-7 This article focuses on the positive aspects of mentoring for at-risk students as well as the shortcomings that are not usually reported. The mentors have a positive impact on the students in small increments and in a short amount of time, but the long-term outcomes are not prevalent.

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The authors dig deeper into mentoring to discover whether or not it is truly effective or just a popular method used to address the issues. School-based mentoring does deter some poor behaviors, but the success does not always lead to closing the achievement gap. Instead, studies showed that positive relationships between the mentors and mentees was the primary result. This article is important because it sheds light on some of the things right and wrong when it comes to mentoring.

Annotated Bibliography Part 1

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