Project MALES: Mentoring and Academic and Behavioral Outcomes for Black, Hispanic, and White Adolescent Males

• In Event: Spatial and Temporal Dimensions of Black Student, Family, and Faculty Experiences

Abstract

This study, using extant data obtained from the Texas Education Agency (TEA, 2024b) and Project MALES at The University of Texas at Austin (Project MALES, 2023a), explored whether and to what extent a cross-age mentoring intervention, Project MALES, was associated with the academic (i.e. graduation rates) and behavioral outcomes (i.e. in-school (ISS) and out of school suspension (OSS) rates) of Black, Hispanic, and White males in secondary schools from central Texas. Results showed a statistically significant positive relationship between Project MALES and graduation rates. Mixed results for behavioral outcomes were found and Project MALES did not significantly reduce incidences of ISS and OSS. Implications for research, policy, and practice to repair ongoing disparities in discipline and academic outcomes are discussed.

Authors

• Tracey Easley-Card, University of Texas at Austin

• Audrey M. Sorrells, Texas Christian University