Positive Effects of a Mentoring Relationship on Marginalized Minority populations: A Literature Review

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cityu.schoolAlbright School of Education
cityu.siteVancouver, BC
cityu.site.countryCanada
dc.contributor.authorThompson, Paula
dc.date.accessioned2016-06-21T23:17:27Z
dc.date.available2016-06-21T23:17:27Z
dc.date.issued2013-07
dc.description.abstractW.J. Mouat is the largest secondary school in District 34 (Abbotsford) with a widespread catchment area that includes students with culturally diverse backgrounds, including significant numbers of Indo-Canadian and Aboriginal students, many of whom are experiencing poverty or who suffer from emotional and behavioral issues for various reasons resulting in limited school success. Some programs already exist in the school to address some of the issues but no one has done a full study of successful programs to determine if our programs meet best practice criteria. It is my intention in this Literature Review to research Mentoring. The goal is to determine the positive effects of mentoring and to consider what we might do better within our school to help our students become more successful. In the following year this researcher will be implementing a program that incorporates these positive mentoring elements.
dc.identifier.urihttp://hdl.handle.net/20.500.11803/244
dc.language.isoen
dc.publisher.institutionCity University of Seattle (CityU)
dc.subjectmentoring
dc.subjectAboriginal student success
dc.titlePositive Effects of a Mentoring Relationship on Marginalized Minority populations: A Literature Review
dc.typeThesis
thesis.degree.disciplineSchool Counseling
thesis.degree.grantorCity University of Seattle (CityU)
thesis.degree.levelMasters
thesis.degree.nameMaster of Education
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