Date of Award
2019
Document Type
Dissertation
Degree Name
Ed.D. in Education
Department
Education
First Advisor
Amy E. Wells Dolan
Second Advisor
Katrina Caldwell
Third Advisor
Donald Cole
Relational Format
dissertation/thesis
Abstract
This dissertation reports on a qualitative analysis of the mentoring experiences of 22 successful Black males at the University of Mississippi. Several theories were used to frame the analysis. Bozeman and Feeney’s (2007) mentoring conceptualization helps to exact an operational definition for mentoring for the analysis. Theories describing the competition between the political interests which shape educational environments (Labaree, 1997) and student motivations to persist to graduation (Tinto, 2016) help to contextualize the barriers to success students encounter in college. Crisp and Cruz’s (2009) college mentoring theory helps to consider the potential for mentoring to support student success in college. Finally, Cross’ (1995) Nigrescence theory, Robinson and Howard-Hamilton’s (1994) Afrocentric Resistance model, and Bandura’s theory on self-efficacy (1994) scaffold the analysis of how identity affects Black males’ mentoring relationships and experiences.
Recommended Citation
Edney, Norris Allen, "Collegiate Equity Mentoring Matrix: A Culturally Relevant Framework for the Meaningful Mentoring of Black Male Students" (2019). Electronic Theses and Dissertations. 1549.
https://egrove.olemiss.edu/etd/1549