Listening to Black Male Student Voices Using Web-Based Mentoring
Listening to Black Male Student Voices Using Web-Based Mentoring
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DOI：
10.1177/0741932510362203
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发表时间：
2011-07-01
影响因子：
2.4
通讯作者：
Dieker, Lisa A.
中科院分区：
文献类型：
--
作者：
Grant, David G.;Dieker, Lisa A.
被贴上情绪障碍（艾德）标签的黑人男学生的声音很少听到他们对教育的看法。通过排除他们的意见，教育工作者错过了一个重要的方面，可以改善教育服务的黑人男性与ED。这项研究是进行，以确定基于网络的指导黑人男性学生与艾德的影响因素，他们的行为和学业成绩的影响。通过技术进行辅导，使学生参与艾德教育，并提供一个平台来分享他们的想法。使用案例研究的方法，两个黑人男性与艾德在高中参加了基于网络的辅导。研究结果显示，参与者的行为和成就受到负面的学校和家庭环境的影响，但基于网络的辅导是一个积极的场所，以支持他们的需求。
The voices of Black male students labeled as having an emotionally disorder (ED) are seldom heard regarding their perspectives on education. By excluding their opinions, educators are missing an important aspect that could improve educational services for Black males with ED. This study was undertaken to determine the implications of web-based mentoring for Black male students with ED on factors that affected their behaviors and academic achievement. Mentoring through technology was used to engage students with ED and to provide a platform to share their thoughts. Using a case study approach, two Black males with ED in high school participated in web-based mentoring. Results of the study reveal that the participants' behaviors and achievement were affected by negative school and home environments, but that web-based mentoring was a positive venue to support their needs.