Date of Award

Summer 2022

Document Type

Open Access Dissertation


Educational Studies

First Advisor

Terrance McAdoo


This action research study describes how a high school mentoring program impacts the academic achievement and postsecondary planning of Black male students. It further explores the perception Black male students have on school and their White teachers. The theoretical frameworks that support this research are social bonding theory (SBT) and critical race theory (CRT). This study used a qualitative design through a survey to examine the following research questions: “How does a high school mentoring program impact the academic achievement and perception of school for Black male students?” The study further examined “How a high school mentoring program impacts the postsecondary planning for Black male participants?” Lastly, the study explored, “What perceptions do Black male students have of their White teachers?” There were eight mentees selected from a mentoring program of 40 students. Four alumni of the mentoring program were matched with the current participant sample. Collectively the 12 students were selected through a simple random sample. Data collection included surveys from participants, their parents, teachers, other faculty and staff, and community partners affiliated with the mentoring program and the participants. Results of this study identified several themes that showcase the positive impact of a high school mentoring program on Black male students. The results of this study also suggested that mentoring is a necessary intervention that aids Black male students in their pursuit of academic and postsecondary success. Furthermore, it highlighted that Black male students in a high school mentoring programs project high academic standards and an intent academic focus. The study emphasized how students in mentoring programs possess a positive perception of school. Black male students in high school mentoring programs saw their White teachers, overall, as understanding and supportive. They also reported constructive relationships with their White male teachers and ruptured relationships with their White female teachers.