Date of Award

Spring 4-25-2020

Document Type


Degree Name

Doctorate of Education, Ed.D.


College of Education



First Advisor

Heather Miller, Ph.D.

Second Advisor

Deborah Stone, Ph.D.

Third Advisor

Judy Shoemaker, Ed.D.


At-risk girls of color face a variety of challenges; even more when they are in an urban setting. Girls must gain the tools necessary to transition effectively into adulthood. The purpose of this qualitative case study was to examine the effect participating in a mentoring program had on the academic achievement and self-efficacy of girls of color in an urban setting who have been identified as at-risk. The primary focus of the study was academic achievement and self-efficacy. These two traits have been identified as essential to the successful transition into adulthood. The population of this study is girls of color who have been identified as at risk, live in an urban setting, and graduated from The Girl mentoring program, as well as women who served as mentors in the program over a 5-year period. Purposive sampling was utilized to solicit participants for the study. Graduates and mentors participated in semi structured interviews. Additionally, the mentors participated in an anonymous survey. There were three themes that emerged from the interviews and questionnaire. The implications and recommendations for future studies on this topic included in this study.

Included in

Education Commons