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The goal of youth mentoring programs is to improve the well-being of the child by providing a role model that can support the child academically, socially and/or personally. This goal can be accomplished through school work, communication, and/or activities. Goals and settings within a mentoring program vary by country because of cultural ...
In addition, a quasi-experimental research design was used to explore the effects the AVID program had on students' attitudes toward school, self-efficacy, self-reported grades, time spent on homework, educational goals, and academic motivation. Two schools were randomly assigned to the AVID program while one school continued with the ...
Peer mentoring in education was promoted during the 1960s by educator and theorist Paulo Freire: "The fundamental task of the mentor is a liberatory task. It is not to encourage the mentor's goals and aspirations and dreams to be reproduced in the mentees, the students, but to give rise to the possibility that the students become the owners of their own history.
The mentor is positive about his experience, he looks forward to the weekly phone calls and the weekend activities, when schedules permit.
As such, giving the mentor and the mentee the opportunity to help select who they want to work with is a widely used approach. For example, youth mentoring programs assign at-risk children or youth who lack role models and sponsors to mentors who act as role models and sponsors. [27]
Positive youth development can be used to combat negative stereotypes surrounding youth of minority ethnic groups in the U.S. after-school programs have been directly geared to generate increased participation for African American and Latino youth with a focus on academic achievement and increasing high school graduation rates. [21]
Research indicates that support for students can be in the form of mentoring and involvement from faculty, staff, family, and peers, [9] [11] [14] [15] [16] ability to be involved in meaningful college activity, [9] [11] believing they matter, [9] [11] and designing their own curriculum or programs, [13] [14] among other support options. When ...
Working with other students and wanting their friendship and acceptance become more important. This leads to "more independence from parents and family". As students, they develop the mental and verbal skills "to describe experiences and talk about thoughts and feelings". They become less self-centered and show "more concern for others". [129]