Title
Listening To Black Male Student Voices Using Web-Based Mentoring
Keywords
African American; Black; emotional disorders; intervention; male; mentors; role models; social emotional; student perspectives
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. © 2011 Hammill Institute on Disabilities.
Publication Date
7-1-2011
Publication Title
Remedial and Special Education
Volume
32
Issue
4
Number of Pages
322-333
Document Type
Article
Personal Identifier
scopus
DOI Link
https://doi.org/10.1177/0741932510362203
Copyright Status
Unknown
Socpus ID
79959799786 (Scopus)
Source API URL
https://api.elsevier.com/content/abstract/scopus_id/79959799786
STARS Citation
Grant, David G. and Dieker, Lisa A., "Listening To Black Male Student Voices Using Web-Based Mentoring" (2011). Scopus Export 2010-2014. 2546.
https://stars.library.ucf.edu/scopus2010/2546