Date of Award
2003
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Programs for Higher Education
Advisor
John Reynolds
Committee Member
John Evans
Committee Member
Barbara Packer
Abstract
This applied dissertation was designed to determine if the use of male mentors would measurably decrease male student discipline referrals at Westview Elementary School. Referral data indicated a high number of discipline actions that impacted student and school performance. Student social records revealed that most male students attending Westview Elementary School were from homes headed by single mothers. The principal’s observations and parent conferences evidenced a lack of respect for female authority. Prior to this study, the majority of instructors at Westview Elementary School were female. The male discipline factor had created a frustration level among the faculty that had to be addressed in order to effect needed student and school improvement.
The researcher developed a strategy to use a Male Mentor Model with teachers trained in addressing intervention strategies characteristic of male developmental and crisis issues. Predicated on A. Ellis’s (1985) consequential management, teachers were trained prior to assignment of male students they were to mentor. Teachers were encouraged to work collaboratively with the male teacher-mentors to reduce the student referral rates, thereby posturing an environment for both student and school improvement.
An analysis of the data revealed that male students were less likely to be referred for disciple when assigned a male teacher-mentor. Additionally, study results indicated a marked improvement in attendance and a slight improvement in student performance.