WWC review of this study

The Impact of Mentorship on At-Risk African American Males' Persistence, Perception of Achievement, and Post Graduate Job Placement at a Middle Tennessee University

Lavallais, T. (2017). Trevecca Nazarene University.

  • Randomized Controlled Trial
     examining 
    69
     Students
    , grade
    PS

Reviewed: May 2021

At least one finding shows promising evidence of effectiveness
At least one statistically significant positive finding
Meets WWC standards without reservations
Academic achievement outcomes—Statistically significant positive effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

College GPA

Mentoring program vs. Business as usual

0 Days

Full sample;
69 students

2.77

2.12

Yes

 
 
30
 


Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.

Characteristics of study sample as reported by study author.


  • Male: 100%
    • B
    • A
    • C
    • D
    • E
    • F
    • G
    • I
    • H
    • J
    • K
    • L
    • P
    • M
    • N
    • O
    • Q
    • R
    • S
    • V
    • U
    • T
    • W
    • X
    • Z
    • Y
    • a
    • h
    • i
    • b
    • d
    • e
    • f
    • c
    • g
    • j
    • k
    • l
    • m
    • n
    • o
    • p
    • q
    • r
    • s
    • t
    • u
    • x
    • w
    • y

    Tennessee
  • Race
    Black
    100%

Setting

The intervention was implemented at a campus of Middle Tennessee State University, a public four-year university.

Study sample

The study population consists of at-risk African-American male undergraduate students.

Intervention Group

The intervention condition consists of individual coaching sessions, offered in addition to three two-hour workshops. The three workshops were offered for students in both the treatment and control groups. The workshops followed The Perception of Achievement Curriculum, focusing on academic challenges, academic goal-setting, university engagement and campus involvement, study habits, and Internship/Career Exposure Opportunities. The workshop sessions took place in October-December of Fall quarter. Intervention group students were offered individual 1.5 hour monthly coaching sessions for the remainder of the academic year. The coaching sessions covered a broad range of topics, including academic and personal growth, internship/career readiness, campus engagement, counsel on personal matters, and assistance with any life challenges hindering the student’s focus.

Comparison Group

The control group participated in the workshops and had access to standard student support services, but did not receive the monthly coaching sessions.

Support for implementation

No support for implementation was described.

 

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This download will include data files for study and findings review data and a data dictionary.

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