How Did a Mentor-to-Mentee High School Program Helped African American Males Graduate?

Abstract

The research site was one high school within a school district located in northeastern U.S. where the dropout rate of African American high school males was very high. A mentor-to-mentee program was implemented to help African American high school males graduate. The experiences of African American high school males who participated in a mentor-to-mentee program and graduated from high school had not been examined via a case study. The conceptual framework was based on the critical race theory. Data were collected through in-depth semi structured interviews with 10 African American high school males selected using a stratified purposive sampling. Data were analyzed through content analysis and coding for emergent themes. The participants reported that the mentor-to-mentee program helped them graduate. High school and district administrators should use the findings of this study to develop, implement, or evaluate mentoring programs that focus on graduating African American males from high school.