Exploring the Supportive Needs of African American Female Students in the 7th-12th Grades in the Public-School System: A Qualitative Descriptive Case Study

The purpose of the qualitative descriptive case study was to examine the supportive needs of African American female students in the public-school setting. This study was guided by three research questions: What are adults' perceptions of the needs of African American female students in the public-school setting? How do adults who work with African American female students describe how the implementation of mentoring services improves student academic and overall success? What are the adults' perceptions of the need to implement mentoring services in the school setting for African American female students? Data were collected from three sources: individual interviews, focus groups, and observations. From the analysis of the data collected, five themes emerged: (a) the obstacles African American female students face are not being addressed in the public-school setting; (b) the experiences and motivation of those who work with African American female students; (c) the need for role models and/or mentors is critical; (d) the implementation of mentoring supports has had positive results; and (e) implementing mentoring supports within the school setting will increase academic and social success. Based on the evidence and findings, recommendations for school districts and individual schools may meet the needs of African American female students in the public-school setting. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]