1. School-Based Mentoring Strategies to Increase School Attendance and Connectedness Among African-American Males

2. School Connectedness School connectedness is defined as the extent to which students feel that their teachers and peers are supportive of them and care about them as individuals. By high school on average, 40-60% of all students are chronically disconnected from school (Klem & Connell, 2004)

3. School Attendance African-American male students considered truant are the motivation for this research Truancy- When a student has missed 10 or more consecutive days from school.

4. Why is this Important? The black male adolescent experience is different than that of any other racial or gender group due to history of racism, oppression and socioeconomic disadvantages (Wyatt, 2009). African-American males are more susceptible to engage in criminal activity, risky sexual behavior and substance abuse at an earlier age if these issues are not are not addressed properly (Curry & Spergel, 1992; Gill, 1992; Gray-Ray & Ray, 1990; Mincy, 1994; Ogbu & Wilson, 1990; as cited by Wyatt, 2009).

5. School-Based Mentoring Proven Method to Increase School Connectedness Cross-Age Mentoring CAMP uses a strengths-based model and strives to model for youth positive methods of thinking, acting, and caring about themselves and the world by implementing a connectedness curriculum that is structured by the school counselor but delivered by youth mentors.

6. School-Based Mentoring Proven Method to Increase School Connectedness The Brotherhood The “brotherhood,” meets weekly and follows a 30- week curriculum that incorporates the empowerment theory, American School Counselor Association standards (ASCA) and “Nguzo Saba” which are the seven principles of Kwanzaa. The goal of the program is to increase the African American male graduation rate in Chicago public schools.

7. School-Based Mentoring Proven Method to Increase School Connectedness Adult Mentoring This program pairs “at-risk” urban high school students with adult mentors. Mentors main roles are to speak with a different teacher weekly to find out positive behaviors of the student, highlight and praise one positive accomplishment by the mentee weekly, model positive behaviors with the mentee such as how to interact with teachers and peers and lastly to keep track of attendance records of their mentees

8. The Research Says… Students with mentors have significantly fewer absences and discipline referrals than those that do not ( Students with mentors have significantly fewer absences and discipline referrals than those that do not (Gordon, Downey, & Bangert, 2013) African-American males that have a mentor perform better academically than those that do not ( African-American males that have a mentor perform better academically than those that do not (Gordon, Iwamoto, Ward, Potts, & Boyd,2009) Mentored students feel a stronger sense of belonging and teacher support than non-mentored students.

9. Resources for Educators Six strategies that teachers, administrators, other school staff, and parents can implement to increase the extent to which students feel connected to school: The chapters in this book are comprised of the five factors associated with school connectedness: · Closeness · Belonging · Happiness · Fairness · Safety

10. Strategies for Connecting with Students Learn About Your Students Background : Where they come from LanguageCultureValues Home Environment Future Aspirations

11. Research Interests A single subject design will be used to determine the effectiveness of a year-long peer mentoring program to increase school connectedness among African American male students that are chronically absent. In addition to that, the research will determine the degree to which participation in the program increases school attendance.

12. Discussion The findings of this research suggest that providing truant students with school-based mentors is an effective strategy for improving school connectedness and attendance. The implications of this research is that when disengaged students have a positive role model at the school they attend that cares about them as an individual and spends significant time with them, then their level of connectedness toward the school will be improved.

13. References Gordon, J., Downey, J., & Bangert, A. (2013). Effects of a School-Based Mentoring Program on School Behavior and Measures of Adolescent Connectedness. School Community Journal, 23(2), 227-249. Gordon, D. M., Iwamoto, D. K., Ward, N., Potts, R., & Boyd, E. (2009). Mentoring Urban Black Middle School Male Students: Implications for Academic Achievement. Journal Of Negro Education, 78(3), 277-289. Holt, L. L. (2008). Enhancing School Engagement in At-Risk, Urban Minority Adolescents Through a School-Based, Adult Mentoring Intervention. Child & Family Behavior Therapy, 30(4), 297. Karcher, M. J. (2008). The Cross-Age Mentoring Program: A DevelopmentalIntervention for Promoting Students' Connectedness Across Grade Levels. Professional School Counseling, 12(2), 137-143.

14. References Klem, A. M., & Connell, J. P. (2004). Relationships matter: Linking teacher support to student engagement and achievement. Journal of School Health, 74(7), 262–273. Wyatt, S. (2009). The Brotherhood: Empowering Adolescent African- American Males Toward Excellence. Professional School Counseling, 12(6), 463.http://www.colorincolorado.org/index.php?langswitch=en