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Critical Mentoring in Urban Contexts: Culturally Embracing School-Community Collaborative Partnerships

Donaldson, Kenneth (2019) Critical Mentoring in Urban Contexts: Culturally Embracing School-Community Collaborative Partnerships. Doctoral Dissertation, University of Pittsburgh. (Unpublished)

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Mentoring programs regularly discuss the positive academic, developmental, and socioemotional outcomes for young people who are being supported. Research around school-based mentoring shows that it has the potential to increase mentees’ self-perception, interest in academic pursuit, motivation to learn, and academic performance, prosocial attachments and trust, as well as their interpersonal skills and their ability to deal with social and emotional difficulties. However, much less attention is paid to preparing mentors who can support students, particularly marginalized and minoritized students of color, in an asset-based, equity-framed manner. This research study evaluates fifteen school-based mentors (the Heinz Fellows) who work for the Center for Urban Education at the University of Pittsburgh, supporting students in Pittsburgh Public Schools in the Hill District. Using the Opportunity Gap Framework developed by Milner (2010, 2012) to structure the program, train and develop the mentors, and evaluate findings, pre-and post-survey results showed that the Fellows’ perceived attitudes, beliefs, thoughts, and dispositions as a group increased in alignment with the Opportunity Gap Framework. These perceived mindset shifts occurred due to five major activities in the program: (1) critical race reflection, (2) context observations of cultural discontinuity, (3) critical institutionalism, (4) critical mentoring practices, and (5) exposure to research and lectures around equity and culturally relevant practices.


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Item Type: University of Pittsburgh ETD
Status: Unpublished
CreatorsEmailPitt UsernameORCID
Donaldson, Kennethked92@pitt.eduked92
ETD Committee:
TitleMemberEmail AddressPitt UsernameORCID
Committee ChairPerry, Jill
Committee MemberHoward, Tyrone
Committee MemberDelale-O'Connor, Lori
Date: 25 September 2019
Date Type: Publication
Defense Date: 1 August 2019
Approval Date: 25 September 2019
Submission Date: 4 September 2019
Access Restriction: No restriction; Release the ETD for access worldwide immediately.
Number of Pages: 110
Institution: University of Pittsburgh
Schools and Programs: School of Education > Administrative and Policy Studies
Degree: EdD - Doctor of Education
Thesis Type: Doctoral Dissertation
Refereed: Yes
Uncontrolled Keywords: urban education critical mentoring equity asset based opportunity gap
Date Deposited: 25 Sep 2019 14:36
Last Modified: 25 Sep 2019 14:36


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