Date of Award
Capstone - Open Access
Master of Education (MEd)
Mentoring underserved youth through service learning can provide various positive impacts for both mentors and mentees (Banks, 2010; Hughes et al., 2012; Rhodes, Grossman & Resch, 2000; Thompson & Kelly-Vance, 2001; Washburn-Moses, Fry & Sanders, 2014; Weiler et al., 2013). This qualitative interview study assessed the perceived impact that a mentoring program had on mentees, who were underserved youth at an elementary school in a low-income community, and mentors, who were college students participating through a service learning course. The findings revealed overall positive outcomes for both the mentors and mentees. The mentees benefited academically and looked up to their mentor as a role model, while the mentors felt they benefited personally, civically and academically, and they also felt as though they made a difference in their mentees’ life. These findings informed various recommendations, including the expansion of the program, more variations in activities, as well as adding homework help to the mentor training and reflection for the mentors. With these findings, more programs forming relationships with college students and underserved youth should be established in order to allow more individuals to become active and productive members of society.
Walukevich, Breanna, "Assessing the Impact of Mentoring Underserved Youth through Service Learning" (2016). Higher Education Student Work. 12.