| This action research study explored strategies to increase the enrollment of African American male high school students in advanced mathematics and science courses at a public high school. A mentoring program was implemented that guided student for a period of 20 hours. The participants for the study included 15 African American male students and 20 teachers, 10 of which played the role of mentors and another 10 that took part in a survey. Participants for the study were purposefully chosen. Inclusion criteria were that all students were African Americans by ethnicity, had a grade of C or better in mathematics, and scored at the proficient or basic level in their most recent state standardized test in mathematics. Surveys were documented and analyzed using the web-based commercial software SuveyMonkey. Responses to interview questions were documented by hand. Scholars have recommended novel and culturally responsive intervention programs to close the achievement gap of African American high school males and their counterparts. The structured mentoring program builds on the ideals of social interaction with teachers playing the role of mentors. The findings indicated that when a mentoring program is structured and utilize strategies, such as interacting with teachers beyond the classroom, discussing related careers in science and mathematics, and helping mentees develop good study habits, mentees' reported that there is increased likelihood that they will enroll in advanced mathematics and science courses before they graduate. The need for more empirical studies on structured mentoring programs with African American male high school students holds promise as an effective intervention to close the achievement gap in the mathematics and science pipeline. |
