Urban Adolescents

Urban Adolescents Perception of Mentorship programs on Academic Performance
Sharlil Jackson
Clark Atlanta University
Introduction
This chapter includes the introduction, background, incidence, and scope of the research problem, Statement of Research Problem, Purpose of Study, Research Questions and Hypothesis, Significance of the Study, and Summary Statement of Urban Adolescents Perception of Mentorship programs on Academic Performance.
Background, Incidence, and Scope of the Research Problem
Background
Mentoring flourishes as an intervention tactic for addressing the needs that youth have for adult support and guidance throughout their development. For healthy development, urban adolescents need positive relationships with adults. A developmental
Herrera et al (2007) states the Public/Private Ventures unplanned assignment effect the assessment of the Big Brother Big Sister Agencies School Based Mentorship program that distributes the statistics for the existing research, discovered that students allotted to receive mentoring presented insignificant but statistically noteworthy improvements in quite a few educational results, comprising of their educational worth, as well as teacher-rated academic presentation. School Based Mentorship effects academic results have often differed. According to The U.S. Department of Education’s Student Mentoring Program, it was determined That there was no considerable effect on academic outcomes Bernstein et al., (2009). Taking in account the recent assessment, Wheeler, Keller, and Dubois (2010) noticed that the outcome may have lessened due to a few influences; such as children never being teamed up with a mentor, the lack there of carrying our training interventions, and the deficiency of a well thought out program model. Mentoring programs aim to promote positive youth outcomes; they vary somewhat in their goals, emphasis, and structure, yet some programs are unstructured while others are highly
1.) How do students perceive mentor programs as improving their academic performance?
H0: There is no statistically significant relationship between how students perceive mentor programs on their academic performance.
Ha: There is a statistically significant positive relationship between how students perceive mentor programs on their academic performance.

Significance of Study
The study Urban Adolescents Perception of Mentorship programs on Academic Performance will contribute to the knowledge of social work. Mentoring relationships will promote social and emotional well-being and development of youth in several ways. The respondents state awareness on the importance of the mentoring program and its role on the improvement of their Academic Performance. The study will assist Teachers, Mentors, Guidance Staff, and Parents. The sample is underserved populations of disadvantaged school districts, at a struggling school with struggling students.
Summary Statement
This chapter discussed the background, incidence and scope of Urban Adolescents Perception of Mentorship programs on Academic