Ensuring Continued Academic Success Through Graduate Support in NativityMiguel Schools: A Case Study

• In Event: 63.084 - Roundtable Session 22
  In Roundtable Session: 63.084-7 - Catholic Educational Efforts to Ensure Academic Success for Urban Students of Color Placed at Risk

Abstract

Objectives. This paper examines the effectiveness of a Graduate Support Program (GSP) at one urban Catholic NativityMiguel middle school for boys designed to help them succeed in high school and beyond. The author aims to engage session participants in a discussion of best practices to support urban students placed at risk.

Famework. Academic skill levels and graduation rates for urban students of color continue to be substantially lower than those of Whites (Aud et al., 2011; Vanneman et al., 2009). Researchers acknowledge the need for mentoring to help urban students navigate the challenges that undermine success in the unfamiliar environment of competitive high schools and colleges. As public schools seem to lack the structures to provide the needed mentoring, independent and charter schools have stepped up (Fenzel, 2009).

Just as the support of caring adults during the high school years has been shown to reduce school dropout and keep boys at risk academically engaged (Mac Iver & Messel, 2013; Neild, 2009), continued support during the college years is needed to keep these students engaged academically and socially. Caring mentoring, characterized by authentic compassion and emotional support and individualized attention that is focused on students’ strengths has been found to contribute to higher success rates for young men of color (Kim & Hargrove, 2013; Rivera-McCutchen, 2012). Also, programs that offer opportunities to engage in service and other community activities cultivate a sense of belonging and agency and contribute to engagement and persistence (Caton, 2012; Gamble et al., 2012).

Method: The first author conducted individual or small group interviews with 19 middle school graduates (ages 18 through 26) and the GSP Director. Questions focused on services provided and graduates’ perceptions of the value of the services for them and ways GSP could be improved. Also, 20 additional graduates participated in an online survey through the program’s social media webpage. Interviews and online surveys yielded both qualitative and quantitative data.

Results provide strong support for the value of graduate support in ensuring student success. Results showed a high level of graduate participation in GSP activities and satisfaction with GSP services throughout high school and into college. In addition, graduates reported frequent contact with the GSP director, especially during high school, and a high level of leadership and service involvement of graduates, two important goals of the program.

Analyses of interview data revealed themes in response to how the GSP promoted continued student success in high school and beyond, including receiving special attention; values of responsibility and brotherhood; cultural preparation; and academic preparation. These findings will be developed further in the paper.

Significance. Results add to the understanding of the kinds of activities and support needed to ensure success in the face of difficult social and family challenges graduates face as they continue their education and have implications for programming in other educational contexts. Providing this kind of support is essential for urban adolescents placed at risk.

Author

• Mickey Fenzel, Loyola University Maryland