Case Study in Academic and Social Self-Efficacy: Introducing Self-Mentoring to Nonwhite North Carolina Early College Students

• In Event: Poster Session 16
  In Poster Session: Mentoring Programs and Practices

Abstract

Through a year-long descriptive, collective, case study conducted at a high school early college in southeastern North Carolina, self-mentoring was introduced to a group of Non-White students. Evidence suggests that mentoring increases academic success, but minority students are not benefiting as much as their white peers The purpose was to determine in what ways, if any, self-mentoring would increase academic and social self-efficacy in Non-White students? Using the Children’s Self-Efficacy Scale (CSES), observations, interviews, focus groups, and written documents, data suggest that Non-White students may benefit from self-mentoring as a practice to increase social and academic self-efficacy. While social self-efficacy realized greater gains than academic self-efficacy, all students demonstrated gains in all nine categories of the CSES.

Author

• Marsha Lynne Carr, University of North Carolina Wilmington