A phenomenological study: the experiences of at-risk Hispanic student participants in a Philadelphia after school mentoring program

Timotheus Guy-Homas

doi:10.17918/D8R37X

During the past two decades, public high schools in the United States have received an influx of Hispanic students. Many of these students fail to receive the emotional, academic and language support they need to graduate. When compared to other ethnic groups, Hispanic high school students account for the highest rate of student dropouts. This study examines the experiences of at-risk Hispanic students who attended dropout prevention after school program located in Philadelphia, Pennsylvania by discussing their experiences in the program. Students received Drama Therapy, Group Therapy and Transition Support as the primary interventions to help them persist through high school. This study reveals that students benefited most from Group Therapy and Transition Support. Specifically, 3 of 5 (60%) students selected Group Therapy as being the most beneficial while 2 of 5 (40%) students reported that transitional support exercises were most beneficial at assisting them to graduate from high school. This study also finds that students felt that peer support was a major factor in their grit development and ability to persist through high school. Keywords: Drama Therapy, Group Therapy, Transition Support, grit development, peer support, mentoring program, after school programDuring the past two decades, public high schools in the United States have received an influx of Hispanic students. Many of these students fail to receive the emotional, academic and language support they need to graduate. When compared to other ethnic groups, Hispanic high school students account for the highest rate of student dropouts. This study examines the experiences of at-risk Hispanic students who attended dropout prevention after school program located in Philadelphia, Pennsylvania by discussing their experiences in the program. Students received Drama Therapy, Group Therapy and Transition Support as the primary interventions to help them persist through high school. This study reveals that students benefited most from Group Therapy and Transition Support. Specifically, 3 of 5 (60%) students selected Group Therapy as being the most beneficial while 2 of 5 (40%) students reported that transitional support exercises were most beneficial at assisting them to graduate from high school. This study also finds that students felt that peer support was a major factor in their grit development and ability to persist through high school. Keywords: Drama Therapy, Group Therapy, Transition Support, grit development, peer support, mentoring program, after school program

A phenomenological study: the experiences of at-risk Hispanic student participants in a Philadelphia after school mentoring program

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A phenomenological study: the experiences of at-risk Hispanic student participants in a Philadelphia after school mentoring program

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