This study examined the implementation of Check and Connect with three diverse, female adolescent students identified to be at risk for school dropout that had participated in the program for 2.5 years. Data analyzed included student perceptions from semi-structured interviews; mentor perceptions via survey; academic, attendance, and discipline records; results from a student engagement survey; and treatment integrity data Grounded Theory was used to examine data for themes regarding student engagement and experiences in Check and Connect. Results suggest that participants experienced decreases in extrinsic motivation, and therefore increased intrinsic motivation over 2.5 years of Check and Connect participation. Maintenance or improvement in academic and behavioral engagement was associated with consistently meeting with mentors. Participants indicated that mentor race did not affect the mentor-student relationship, but preferred same-gender mentors. After experiencing initial apprehension developing relationships with mentors, students reported positive experiences in the program and strong bonds with their mentors.
|Commitee:||Hagans, Kristi, Pavri, Shireen|
|School:||California State University, Long Beach|
|Department:||Advanced Studies in Education and Counseling|
|School Location:||United States -- California|
|Source:||MAI 52/05M(E), Masters Abstracts International|
|Keywords:||Check and Connect, Student engagement|
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