Caroline Howard and Dawan Coombs, English
Introduction
Recently, studies have been conducted to measure the effects of mentored writing experiences on people struggling with low self-efficacy. Some studies intervene in high security prisons, where people with low self-perception reside. Writing has proven to help restore a sense of dignity in prison inmates because of its expressive nature. When people are encouraged and praised for their writing by mentors, especially when the writing is personal, they begin to have an increased sense of self-efficacy. Other studies have been conducted in middle schools, seeking to intervene with struggling writers before they get to high school. These studies are done in attempts to fight the school-to-prison pipeline, which is a national trend that shows how at-risk and academically struggling students are isolated in schools because of their differences, and drop out as a result. Many of these students then turn to alternate methods of living, often turning to crime. So there is significant research to show the correlation between students whose unique situations are ignored in schools, and those who end up dropping out and turning to crime. However, there is a gap in the research when it comes to high school students. I researched the effects of a mentored writing experience for at-risk high school students to see if an experience like this could change students’ perceptions of themselves as writers, and as future college students.
Methodology
In order to help at-risk students feel more capable as writers and more confident in their futures as students, we conducted a study on a college campus. Research suggests that creating a college culture among students increases their desire to succeed and improves their self-perception. I chose to select participants from Provo High School and bring them to BYU four times during the semester. The students were chosen by their English teachers, as well as the school administration, based on grades, classroom performance, and perceived need. I assembled a team of English teaching majors to serve as writing mentors and to help with this study. Once students consented to participate, we interviewed each of them about their experience with writing, as well as about their attitudes toward writing and college. We wanted to see how they perceived themselves as writers and if they believed in their ability to obtain a higher education so that we could compare the data with the resulting data at the end of the study.
During the days at BYU, we took students to different parts of campus to give them an idea about the college experience. We toured different buildings and attended writing classes, as well as classes of various subjects and sizes. We also had different student groups, including service organizations and athletes spend time with the students and talk about their experiences with the students. In between each activity we prompted students to write in the notebooks we provided for them. Prompts were often creative and reflective. Students were given time to write about their experiences and explore different possibilities for their futures. They were also encouraged to share. After the final writing day, we returned to the school to interview the students again. This time I asked them about their experience, what they liked and disliked, and what they learned. We collected their notebooks and recorded the interviews to use as data.
Results
After analyzing the data, I came to several conclusions. It was evident from the final writing prompts, as well as from the final interviews, that students tend to have a higher sense of selfefficacy when it comes to both writing and their potential as college students. So my initial research question was positively answered: mentored college writing experiences do help at-risk students gain a higher sense of self-efficacy.
Before the experience, students tended to view college as unobtainable for them because of the rigor and expense. However, their time on a college campus challenged their preconceived notions of a university experience. During the final interviews, most students expressed confidence in their ability to attend and succeed in college. They also expressed that college is something that they need to work for because it will help them have better futures and give them opportunities to pursue their goals.
Students also gained a higher sense of self-efficacy when it comes to writing. They found that writing helps them with their individual needs, especially self-expression. Many expressed that they liked being given writing assignments that were not graded. They felt that they could discuss their ideas and feelings honestly through writing that would not be graded, and because of this they found writing to be more fulfilling. Because of this type of writing experience, students found that they do have the ability to think through a writing assignment and express their ideas on paper. Many stated that this might help them with their school writing.
Discussion
Through this study I found that writing is a medium in which teachers can come to know their students, thus understanding them better and knowing how to help.
Understanding students’ goals was a significant finding of this study. Before the study I believed that students would base their life and career goals on their own wants and needs. However, there was a trend in the data that showed students basing their goals on the needs of their families. Many students expressed that they want to succeed past high school to give back to their parents, or to provide for their families who struggled financially. This finding led me to ask questions about how students’ backgrounds influence not only their self-perception, but also their goals.
This study allowed me, as a pre-service teacher, to understand the value of writing and how it can play a role in helping students see their own potential as learners. These findings can prove useful for English teachers because it shows how students on the margins in school can thrive and develop when mentors or teachers encourage them and understand their goals.
After further analyzing the results of this study, we expect to see a lasting change in the participating students. I will follow up in the months to come to see whether this experience influences the way these students perceive themselves in school.