Listening to Black Male Student Voices Using Web-Based Mentoring

    Authors

    D. G. Grant;L. A. Dieker

    Comments

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    Abbreviated Journal Title

    Remedial Spec. Educ.

    Keywords

    Black; African American; male; emotional disorders; mentors; role; models; social emotional; intervention; student perspectives; AFRICAN-AMERICAN MALES; BEHAVIORAL-DISORDERS; EMOTIONAL DISTURBANCE; SPECIAL-EDUCATION; SOCIAL-SKILLS; SCHOOL-REFORM; YOUTH; RISK; Education, Special

    Abstract

    The voices of Black male students labeled as having an emotionally disorder (ED) are seldom heard regarding their perspectives on education. By excluding their opinions, educators are missing an important aspect that could improve educational services for Black males with ED. This study was undertaken to determine the implications of web-based mentoring for Black male students with ED on factors that affected their behaviors and academic achievement. Mentoring through technology was used to engage students with ED and to provide a platform to share their thoughts. Using a case study approach, two Black males with ED in high school participated in web-based mentoring. Results of the study reveal that the participants' behaviors and achievement were affected by negative school and home environments, but that web-based mentoring was a positive venue to support their needs.

    Journal Title

    Remedial and Special Education

    Volume

    32

    Issue/Number

    4

    Publication Date

    1-1-2011

    Document Type

    Article

    Language

    English

    First Page

    322

    Last Page

    333

    WOS Identifier

    WOS:000292315900006

    ISSN

    0741-9325

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