School based mentoring: Utilizing high school students to mentor at-risk elementary school students

Includes bibliographical references (leaves 61-73)Students from economically disadvantaged homes although able to, might not realize their potential during their school years and beyond due in part to the complexity of factors associated with their home environment (Lee & Cramond, 200 l ). Mentoring is a process and if conducted effectively, may provide a positive context for students to succeed (Roper-Davis, 1999; Rockwell, 1997; Hon & Shorr, 2001 ). Lev Vygotsky (1978) stress the importance of social interactions with peers; and the importance of being with those just above ones own zone of proximal development. Those, whose mentors enable students to develop the necessary attitudes, effort, and conception of self, need to succeed in school and as adults (Lee & Cramond). This study will utilize pre-existing data from a mentoring program taking place at a local school district in the San Gabriel Valley. It was hypothesized that mentoring will increase mentees social competence, academic grades, academic effort, and attendance over the course of one academic year. In addition, the study utilizes high school students as mentors; as a result of the experience, mentors are expected to gain greater social competence. Results indicate that mentees improved on their social competence, academic effort, and attendance. Academically, mentees made comparable gains in written language. No significant mean difference was obtained from reading, math, science, and social studies. As a result, the hypothesis that mentoring will improve academic outcomes was rejected. Although, students appear to be demonstrating improvements, due to the limited sample size the means do not hold sufficient power. In addition, mentors demonstrated a significant social competence growth. To conclude, utilizing high school students as mentors is an effective way to gain dual results and ultimately utilizes district resources to another level