My Brother's Keeper: The Perceived Effects of A Mentoring Program for High School Aged Adolescent Males.

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dc.contributor.advisor Alan Reiman, Committee Member en_US
dc.contributor.advisor Edwin Gerler, Committee Member en_US
dc.contributor.advisor Don C. Locke, Committee Member en_US
dc.contributor.advisor Stanley Baker, Committee Chair en_US
dc.contributor.author Pettiford, Marrius Lymar en_US
dc.date.accessioned 2010-04-02T18:27:55Z
dc.date.available 2010-04-02T18:27:55Z
dc.date.issued 2006-11-21 en_US
dc.identifier.other etd-06202006-114644 en_US
dc.identifier.uri http://www.lib.ncsu.edu/resolver/1840.16/3210
dc.description.abstract This study evaluated the perceived effects of an adolescent male mentoring program that had been shaped by adolescent developmental theory, mentoring research, rite-of-passage research and the advisor-advisee literature. The study was descriptive and exploratory using a survey design. The research questions were: (1) To identify the perceived level of effect that specific components of the Theta Phi Psi program had on participants, (2) To identify the perceived order of importance that components of the Theta Phi Psi program had on participants, (3) To identify the level of agreement between participants' perceptions of the Theta Phi Psi program outcomes and those of the program developer, (4) To identify the reason why participants joined Theta Phi Psi, (5) To identify the perceived characteristics of an effective Theta Phi Psi program chapter advisor and (6) To give voice to the respondents in order to find out how Theta Phi Psi influenced them. The participants were 45 male students aged 14-30 who were current or former members of Theta Phi Psi Fraternity: Male Mentoring Program. All participants were or had been enrolled in the Theta Phi Psi Program in two large urban public school districts in North Carolina. Program participants were supervised by one or two adult males who followed the Theta Phi Psi Curriculum developed by the investigator. A survey was developed by the investigator and validated by advisors to the Theta Phi Psi program. The finalized survey was distributed to all program participants via US mail, email and or classroom administration. The return rate among students currently enrolled in the program was 60%. Among graduates, the return rate was 5%. Based on the data from the survey, respondents indicated that the all program components were perceived to have made a positive impact on program participants. Participants indicated that the rites-of-passage, leadership, brotherhood and community service components were particularly perceived as important and meaningful. Participants also indicated that having an advisor who listened and cared was most important to them. This study had several limitations. The small number of participants did not allow for any generalizations outside of those who participated in the TPP Program. The low return rate from the graduates limited the voice of those respondents. There were several implications for practice in this study. The study does provide evidence as to which program features students found particularly effective. The study underscored the importance for counselors/mentors to develop programs with direct connections to theoretical concepts and to evaluate them. In addition, the need for advisor/mentor training is highlighted based on the participants' emphasis on advisor/mentor relationship. The implication for further research centered on a couple of areas. The first was that a qualitative study would provide more information about how student made meaning of these program components perceived as important. The other area would be the context of the advisor/advisee relationship. What created the perception of a "good" advisor? en_US
dc.rights I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to NC State University or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. en_US
dc.subject Mentoring en_US
dc.subject Males en_US
dc.subject Adolescent en_US
dc.subject Curriculum en_US
dc.subject Program en_US
dc.title My Brother's Keeper: The Perceived Effects of A Mentoring Program for High School Aged Adolescent Males. en_US
dc.degree.name PhD en_US
dc.degree.level dissertation en_US
dc.degree.discipline Counselor Education en_US


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