Abstract
AbstractThis qualitative case study used artifacts (e.g., youth activities), archival records (mentor logs), and individual interviews to understand 12 Black youths’ experiences of an electronic mentoring (e-mentoring) program that was designed in partnership with a local Black church to address subclinical mental and behavioral health challenges that impacted K-12 students’ academic functioning. Findings revealed participants learned how to persevere and regulate their actions to counter maladaptive thoughts, emotions, and behaviors that impacted their engagement in school when faced with academic difficulties. Participants also learned how to maintain self-confidence and view themselves in a positive light through self-affirmations and by recognizing their strengths. Finally, the youth felt valued and nurtured by their mentors, which helped facilitate the students’ engagement in the program. This study shows how youth-centered e-mentoring through community partnerships with predominantly Black churches can help Black youth access culturally responsive mental health and behavioral health support that may foster their academic success.
Published Version
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