After School Mentoring Partnerships: Relationships

between Adults and At Risk Students

Doctoral Dissertation Study

by

Dr. Jeromey M. Sheets

A Report Prepared for the West After School Board of Directors

March 2006

A Report Prepared for the West After School Center Board of Directors

March 2006

Summary of the Study

Literature Review - A literature review was conducted focusing on elementary-aged at risk students and adult volunteers involved in mentoring partnerships in an after school program.  The specific topics within the literature were: (1) adult mentoring of at risk students, (2) characteristics of at risk students in poverty, and (3) the qualities and successful practices of after school programs that serve elementary-aged at risk students.

Focus of the Study - This study focused on issues related to mentoring partnerships and the extent to which:

1.  at risk students present problems and barriers that inhibit the development of interpersonal relationships between themselves and adult mentors.

2. the intrinsic motivation and ambition that drives a mentor to persevere through numerous challenges.

3. the setting in which the tutoring program takes place.

4.  the training that volunteers receive to help them succeed.

Research Questions - The research questions focused on the factors that sustain relationships between adult mentors and at risk students. Questions that drove this research were:

1. What are the perceptions, beliefs, values and traits of volunteers in their mentor role?

2. How has adult mentoring of at risk students influenced the quality of life for the adult?

3. What impact does the adult mentor have on student achievement?

4. What are the barriers that prevent adult mentoring of at risk students’ relationships from succeeding?

5. What factors do school leaders need to consider in structuring student/adult mentoring partnerships?

6. What indicators are evident that sustain the mentoring partnership between adult mentors and school-aged children in an after school center?

7. What impact does volunteer competence, training, and satisfaction have on program success and sustainability?

Survey - In this research study, a survey was designed to collect data to ascertain the opinions, perceptions, attitudes, and satisfaction level of the factors that impact the mentoring relationship of adult mentors and their at risk students.

The Implications of the Findings from the Dissertation Study

1. A more effective method of assessing student progress needs to be developed and communicated among the adult mentors in the after school program. Data from regularly administered assessments will help guide remediation and interventions. Positive results gathered from assessments will in turn produce higher levels of satisfaction among the adult mentors who have, based on the findings, a high level of commitment and interests in their student’s well being.

2. All program participants will benefit from more effective communication and interactions related to their work with at risk children. Particularly, many adult mentors expressed differences of opinions and understanding of the expectations and guidelines related to the issue of homework. Clarity is needed as to the roles and responsibilities of parents and after school personnel related to homework completion.

3. Based on the findings, continued training and professional development of staff and volunteers focused on meeting the diverse needs of students from poverty is evident.

4. Owens and Vallercamp (2003) identified five components of successful after school programs that lead to increased student achievement. They are: (1) homework assistance, (2) literacy and math instruction based on state and district standards and benchmarks, (3) accelerated learning for identified at risk students, (4) healthy snacks, (5) enrichment activities that include fine arts, music, drama, dance, foreign language, computers and cooking. These were observable and appeared to be effectively addressed in this after school program.

5. The adult mentors indicated that they would like input into the decisions relative to the student/adult matching process.

6. Adult mentors need additional training and understanding of students with disabilities.  Staff members need to be aware of the potential risks of a tutor feeling unsuccessful in dealing with students having Individual Education Plans (IEPs).

7. Through observation, the climate and interactions of the adult mentors were assessed.  Research indicates that adult mentors are more likely to remain in a program if they are seen as a valuable part of the organization.  It is extremely important to encourage the paid staff (and the Board) to make additional efforts to talk with and thank volunteers daily. 

Median Family Income in 1999 Dollars

The following are comparisons of cues and habits among the two identified classes (Middle Class and Poverty):

(1) Possessions – In poverty, the hidden rules assume that possessions are people; in middle class, they are things,

(2) Money – In poverty, money is to be spent; in middle class, it is to be managed,

(3) Personality – In poverty, entertainment and a sense of humor are highly valued; in middle class, personality is for acquisition and stability and is highly valued,

(4) Social Emphasis – In poverty, social inclusion is of people that are liked; in middle class emphasis is on self governance and self sufficiency,

(5) Food – Those in poverty ask, “Did you have enough?” Quantity is important; in middle class, the question is, “Did you like it?” Quality is important,

(6) Clothing – In poverty, clothing is valued for individual style and expression of personality; in the middle class, clothing is valued for its quality and acceptance of norms. Label is important,

(7) Time – In poverty, the present is most important. Decisions are made for the moment based on feelings or survival; in middle class, the future is most important.  Decisions are made considering future ramifications,

(8) Education – Those in poverty value and revere education as abstract but not as reality; in the middle class, education is viewed as crucial for climbing the success ladder and making money,

(9) Destiny – Those in poverty believe in fate; the middle class believe in choice and that they can change the future with good choices,

(10) Language – In poverty, language is about survival and is used in casual register; in middle class, language is about negotiation and is used in formal register,

(11) Family Structure – In poverty, it tends to be matriarchal; in middle class, it is patriarchal,

(12) World View – Those in poverty see the world in terms of local setting; those in middle class view the world in terms of a national setting,

(13) Love – In poverty, love and acceptance is conditional and based upon whether an individual is liked; in middle class, love and acceptance are conditional and based largely on achievement,

(14) Driving Force – The driving forces of those in poverty are survival, relationships, and entertainment; in the middle class they are work and achievement.

Payne, R. (2001). A framework for understanding poverty. Highlands, TX: aha!  Process, Inc.

Potential barriers in rank order:

Potential Barriers Caused by Adults:

Parent Support 96.4%

Attendance 96.4%

Attitude toward student 96.4%

Communication skills 92.8%

Trust and confidentiality 89.9%

Lack of feedback 89.9%

Lack of contact time 86.1%

Cognitive ability 82.7%

Organization skills 82.7%

Longevity of relationships 77.7%

Willingness to take risks 72.3%

Unclear expectations 68.9%

Inadequacy with after school environment 55.1%

Fear of student 46.6%

Potential Barriers Caused by Students:

Parent support 96.2%

Attitude toward adult 89.6%

Organizational skills 89.6%

Longevity of relationship 89.5%

Attendance 89.2%

Lack of feedback 89.2%

Trust and confidentiality 89.2%

Cognitive ability 86.1%

Unclear expectations 85.1%

Lack of contact time 82.7%

Communication skills 82.7%

Willingness to take risks 71.4%

Fear of adult 68.8%

Inadequacy with after school environment 65.4%

Demographic Information

Based on 30 randomly selected participants

Gender of Participants

40% Male

60% Female

Average Number of Years as Mentor:  5.1

 *According to research, longevity of relationships is extremely important in an after school program.  The following tables show that the number of rental units have increased drastically since 1970.  As a result, more schools are experiencing a higher transient rate which is an indicator that additional assistance is needed.  Successful relationships in after school organizations may help to improve transient rates of students.

Average Number of Students Mentored: 

4.3

Marital Status:

 6.6% =Single    

56.6% =Married   

20.0% = Separated/Divorced  

16.6 = Widow/Widowed

Age:

6.6% = under 50 

13.3% = 51-59 

40% = 60-69  

30% =70-79   

10.0% = 80 and older

* 16% of the Lancaster population falls in the range of 65 and older

Level of Education:  

6.6%=High School 

36.6% =Some College

40.0% =Bachelors Degree

16.6%=Post Graduate

* 13.3% of the citizens in this community hold a Bachelors or Post Graduate Degree