Examining the Influence of Adult Mentors on Fostering Prosocial Behaviors Among Teens

This dissertation addressed a critical public health concern stemming from the prevalence of antisocial behavior among U.S. teenagers. The study specifically tackled the lack of information regarding the components of an effective risk-reduction mentoring program for teens. The primary aim was to explore how young adult alums of a central Florida mentoring program articulated the influence of mentoring relationships that have shaped their attitudes and perceptions concerning prosocial behavior during adolescence. As a bounded qualitative case study, this research employed semistructured interviews with 11 young adult mentees from a mentoring program. Additionally, a focus group of five adult mentors who served in the program provided valuable insights. The theoretical frameworks guiding this study were social learning theory and ecological systems theory. Six overarching themes emerged from the analysis, highlighting the profound impact of mentoring on young adult prosocial behavior. The findings revealed that mentors significantly influenced young adults’ engagement in prosocial actions, leading to heightened self-worth, reduced involvement in risky behaviors, and a strengthened sense of purpose and community. This belief, in turn, fostered the growth of responsible and empathetic individuals who made positive contributions to society. In conclusion, this study contributed essential knowledge by identifying critical elements of influential teen risk-reduction mentoring programs. By illuminating the transformative power of mentoring relationships on young adults, the research emphasized the potential for these programs to instigate positive behavioral changes, creating individuals who are not only socially responsible but also valuable contributors to the broader community

Campus Leaders’ Support of Culturally Responsive Classroom Management Strategies: Single Exploratory Case Study

Abstract This study addressed the growing concern regarding the disproportionate suspension rates experienced by African American students. The problem addressed in this study was the variation in leadership support for teachers implementing culturally responsive classroom management strategies to manage culturally diverse student behaviors. This is important to African American students\u27 educational experiences within the learning environment. This exploratory single case study examined school leaders\u27 and teachers\u27 perspectives on the use of culturally responsive strategies to answer the research questions regarding the definition and descriptions of culturally responsive practices, participants\u27 perspectives on the benefits and challenges of these practices, and the role of school leadership in encouraging or discouraging the use of culturally responsive practices to support student behaviors. This study was grounded in the framework of culturally responsive school leadership. Data were collected via semistructured interviews, surveys, and document reviews from 24 pre-K to fifth-grade teachers and four campus leaders. Inductive thematic and descriptive analyses and a four-factor document review process provided answers to the research questions. The analysis results revealed three themes: self-efficacy, building relationships, and professional development. The results indicate that educators desire to implement culturally responsive practices but face self-efficacy challenges due to insufficient training and support. District and campus leaders should provide ongoing, comprehensive training and support for culturally responsive practices. This study may contribute to reducing suspension disparities experienced among African American students