SCHOOL-BASED MALE MENTORING FORUM 2011
In fall 2011, the Center for Access and Attainment at DePaul University hosted a ''Forum on the Effectiveness of School-Based Male Mentoring'' on DePaul's Loop Campus. The forum brought together more than 50 educators from schools and organizations across the country to explore school-based mentoring as a tool for improving educational outcomes for African-American and Hispanic/Latino males. The forum also was a place to share best practices among schools that have successful mentoring programs. Shelby Wyatt, Ed.D., professional school counselor at Chicago Public Schools' Kenwood Academy and the Kenwood Academy Brotherhood, a peer mentoring program, were partners in this event.
Use the links below to access photos and videos from the forum.
School-Based Male Mentoring 2011 Photos
Horace Hall, Ph.D., associate professor of Educational Policy Studies and Research at DePaul University,
Here we offer videos and PowerPoint presentations from the forum.
Shelby Wyatt, Ed.D, professional school counselor at Kenwood Academy High School and founder of the Kenwood Academy Brotherhood, was the featured speaker at the opening dinner that preceded the Forum. Dr. Wyatt presented on the importance and impact of school-based male mentoring programs nationally and provided an overview of the content of the forum.
opened the forum. Dr. Hall outlined research that examines differences in use and efficacy of school-based mentoring versus community based mentoring, including outcomes and various approaches and practices to help maximize mentoring benefits for young people inside and outside of school. Dr. Hall also discussed characteristics of effective school-based mentoring programs.
Quentin Brown, Male Academy Program Administrator for the Long Beach Unified School District in Long Beach, CA,
presented on how to create and implement an effective intervention program that helps close the achievement gap for underrepresented male students. Mr. Brown reviewed the history and success of the enhanced intervention program of the Long Beach Unified School District's Male Academy and presented on ways to develop a similar sustainable program at participants' institutions.
Troy Harden, Ed.D., assistant professor of social work at Chicago State University,
Glenna Ousley, director of Community Outreach within DePaul University's Center for Access and Attainment, offered insights and best practices of effective partnerships with higher education during a presentation with Dr. Shelby Wyatt. Examples of partnering and collaboration based upon the DePaul University-Kenwood Academy Brotherhood partnership were also provided.
focused on strategies for making the most of limited resources when operating school-based male mentoring programs. Dr. Harden presented best practices gleaned from his role as director of Project Mentor, a holistic mentoring program for youth. The purpose of Project Mentor is to provide comprehensive, individually tailored services and educational enrichment activities to promote the development of African-American youth.
Julia Pryce, Ph.D., assistant professor of social work at Loyola University Chicago,
facilitated an interactive activity designed to help participants discuss and apply best practices to existing male mentoring programs. Dr. Pryce has worked in mentoring research for the last ten years and recent projects, funded by the Office of Juvenile Justice and Delinquency Prevention and the Department of Health and Human Services Office of Minority Health, have focused on the development, implementation and evaluation of mentoring programs specific to youth at risk.
Bernadette Sanchez, Ph.D., associate professor of psychology at DePaul University,
facilitated a session during which participants took part in discussions on advancing the priorities of males of color through movement and coalition building. Dr. Sanchez has conducted research examining the natural mentoring relationships of Latino adolescents, the role of mentoring in the academic achievement of youth and the racial and cultural processes that predict the development of mentoring relationships.