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Culturally Responsive Mentoring Programs: Impacting Retention/Graduation Rates of African American Males Attending Predominately White Institutions

Culturally Responsive Mentoring Programs: Impacting Retention/Graduation Rates of African American Males Attending Predominately White Institutions

John E. Queener, Bridgie A. Ford
Copyright: © 2019 |Pages: 13
ISBN13: 9781522559900|ISBN10: 1522559906|ISBN13 Softcover: 9781522587064|EISBN13: 9781522559917
DOI: 10.4018/978-1-5225-5990-0.ch007
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MLA

Queener, John E., and Bridgie A. Ford. "Culturally Responsive Mentoring Programs: Impacting Retention/Graduation Rates of African American Males Attending Predominately White Institutions." Overcoming Challenges and Creating Opportunity for African American Male Students, edited by Jennifer T. Butcher, et al., IGI Global, 2019, pp. 120-132. https://doi.org/10.4018/978-1-5225-5990-0.ch007

APA

Queener, J. E. & Ford, B. A. (2019). Culturally Responsive Mentoring Programs: Impacting Retention/Graduation Rates of African American Males Attending Predominately White Institutions. In J. Butcher, J. O'Connor Jr., & F. Titus (Eds.), Overcoming Challenges and Creating Opportunity for African American Male Students (pp. 120-132). IGI Global. https://doi.org/10.4018/978-1-5225-5990-0.ch007

Chicago

Queener, John E., and Bridgie A. Ford. "Culturally Responsive Mentoring Programs: Impacting Retention/Graduation Rates of African American Males Attending Predominately White Institutions." In Overcoming Challenges and Creating Opportunity for African American Male Students, edited by Jennifer T. Butcher, Johnny R. O'Connor Jr., and Freddie Titus, 120-132. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-5990-0.ch007

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Abstract

Postsecondary education and training are deemed essential in today's and future job markets. Thus, the lower entry rates into and lower graduation rates from higher education by African American males place them in a long-term crisis economically and socially. Mentoring is strongly recommended as a significant component of comprehensive strategies to improve the retention and graduation rates of African American males. Research reveals that successful retention programs go beyond a one model fits all and are based on the unique characteristics and needs of students. The authors of this chapter assert that mentoring programs designed to improve retention and graduation rates of African American males must be scholarly based and authentically address the cultural needs of those students; therefore, the mentoring program must include culturally relevant constructs. This chapter discusses the design, implementation, and results of the pilot phase of a research-based culturally responsive mentoring program based on optimal psychology for African American males enrolled at a midwestern Predominately White Institution of higher education.

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