Qualitative case study research components and structure of a curriculum-based mentoring program at the middle school level

Abstract

Scope and Method of Study: The primary purpose of this study was to identify and define the components and structure of a curriculum-based mentoring program at the middle school level. A second purpose of this study was to define traits and characteristics exhibited by participating eighth grade mentors. Participants in this study program included a population of 25 middle school students enrolled in a peer mentoring program. From this population, a purposeful sampling of two mentoring pairs was chosen to be 'shadowed' as data were collected and later analyzed. Data collected for this descriptive case study included observations, survey responses, and student interviews.

Findings and Conclusions: The structure of the curriculum-based mentoring program in this study includes a strong, supportive parent group, dedicated group of teachers and staff who were responsible for writing a grant and compiling a mentoring curriculum, and exceptional eighth grade students. The mentoring program offers opportunities for participating middle school students to serve in positions of leadership and as role models. These eighth grade mentors also were afforded opportunities to mentor and assist younger students in the academic setting. The following four themes have emerged through the collection and analysis of the data: (1) Mentoring supports the development of leadership skills as students set examples and serve as role models; (2) Mentoring supports the development of a caring and helpful character; (3) Mentoring supports the development of a sense of ethics and a strong sense of values; and (4) Mentoring supports the development of self respect and respect for others. Results and findings reported from this study show there is value and worth in conducting future studies in this area.