Impact of Mentoring and Support Programs on Academic Performance of African American Males: Analysis Through a Critical Race Theory Lens

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Author(s): Andrew S. Herridge (Texas Tech University, USA)and Montelleo DeLeon Hobley Jr. (Mississippi State University, USA)
Copyright: 2022
Pages: 10
Source title: Research Anthology on Racial Equity, Identity, and Privilege
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-6684-4507-5.ch057

Keywords: Gender and Diversity / Information Science Reference / Political Science / Social Sciences & Humanities

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Abstract

This chapter takes an in-depth look at the impact of mentoring programs and student success programs on the academic performance and retention of African American males at institutions of higher education. A review of the literature and data on the effects of mentoring and student success programs in postsecondary education was conducted through the lens of critical race theory. U.S. Census data indicated an achievement gap in the number of African American males with a Bachelor's degree when compared to White males. To combat the achievement gap, postsecondary institutions began developing mentoring programs designed to provide an environment that is supportive of the academics needs of their students. Three common themes emerged in the literature: the need for mentoring programs, the training mentors should receive, and the need for institutions to acknowledge that more needs to be done to support African American males.

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Impact of Mentoring and Support Programs on Academic Performance of African American Males: Analysis Through a Critical Race Theory Lens

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