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Uses Cross’s stages of racial identity to frame positive development and presents a qualitative case study of the Natural Circles of Support (NCOS) program, examining participants’ perceptions and the program’s role in mitigating risks and stereotype threat.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/group-mentoring-and-identity-formation-for-young-men-of-color-a-case-study/590924/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/group-mentoring-and-identity-formation-for-young-men-of-color-a-case-study/590924.png","ImageObject",300,407,{"name":42,"@type":43},"Stanford","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-11","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",10,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"Why does resegregation matter for young men of color?","Question",{"text":63,"@type":64},"Resegregation is associated with deficits in social and economic supports and with deteriorating school conditions. It contributes to higher risks for negative life outcomes such as dropout, economic poverty, and incarceration.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What role do out-of-school time (OST) and mentoring programs play?",{"text":68,"@type":64},"OST programs and afterschool mentoring groups can mitigate detrimental effects of racial inequalities. Research cited in the text links strong ethnic identity support to improved academic and social outcomes.",{"name":70,"@type":61,"acceptedAnswer":71},"How does the Natural Circles of Support (NCOS) case study fit into the analysis?",{"text":72,"@type":64},"The case study investigates participants’ perceptions of how NCOS meets the needs of young men of color in urban school districts. It is used to understand how group mentoring support may influence identity development and reduce risks linked to low expectations and stereotype threat.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},590924,1792190992,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,115,120,123,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":112,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":113,"slug":114},8,30,"research-report",{"id":116,"doc_module":4,"doc_module_name":25,"category_name":117,"show_sort_weight":118,"slug":119},9,"Religion & Spirituality",20,"religion-spirituality",{"id":118,"doc_module":4,"doc_module_name":25,"category_name":121,"show_sort_weight":118,"slug":122},"World Cup","world-cup",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":55,"slug":125},"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":112,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":116,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144,"preview_page_count":4},2336477552062,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","Group Mentoring and Identity Formation for Young Men of Color  \nA Case Study  \nKevin Pribnow  \nAmerica’s schools are re-segregating at an alarming rate (Kozol, 2005; Stancil, 2018) . Over the past 40 years, many metropolitan communities have reversed progress made toward integration following the 1954 Brown decision. The number of schools where less than 40 percent of students are White has almost doubled between 1996 and 2016, according to the National Center on Educational Statistics (Stancil, 2018) .  \nDuring that same time, the percentage of Black students attending a segregated school rose from 59 to 71 percent (Stancil, 2018) . Segregation has been shown to cause deficits in social and economic supports for students of color. Schools serving predominantly Black students often have deteriorating buildings that are staffed with inexperienced teachers  \nusing outdated, Eurocentric textbooks (Kozol, 1991; Putnam, 2015) . In addition, teachers in racially segregated schools are often unprepared to properly nurture students dealing with the trauma caused by racial segregation and poverty (Noguera, 2003; Tatum, 2005) . Ultimately, the educational inequalities faced by students of color result in a higher risk for negative life outcomes such as school dropout, economic poverty, and incarceration (Noguera, 2003) .  \nAlthough schools themselves cannot address resegregation, they can mitigate some of the detrimental effects of racial inequalities. Students of color internalize racial inequalities in educational environments at critical times in their identity formation. This internalization can lead to attitudes and behaviors that  \nKEVIN PRIBNOW is a fifth-grade teacher in Racine, Wisconsin, with a background in culturally and linguistically diverse education. He is a doctoral student at the University of Northern Colorado, where his research interests include multimodal digital communication and academic language acquisition. He hopes his research will elucidate educational practices that can strengthen schools’ role in promoting social justice.  \ncontribute to academic underperformance, most nota- through which Black individuals progress. His bly in boys and young men of color (BYMOC; Noguera, model features five stages: pre-encounter, encounter, 2009; Tatum, 2005) . As educators search for ways to immersion, internalization, and commitment (Cross, close academic achievement gaps, they need to con- 1991) . Although these stages are outlined sequentially, sider the role of both schools and out-of-school time they do not necessarily occur in a linear fashion.(OST) programs in developing healthy racial identities Healthy racial identity development is achieved when in BYMOC. Research shows that students with strong Black individuals progress through the stages and end ethnic identities are better suited than others to meet with internalized positive feelings about themselves,  \nboth academic and social challenges (Sue & Sue, 2002) . their culture, and other racial groups (Benjamin et al. , Community-based and school-based OST programs 1998) .  \ntargeting BYMOC have been operating in the U.S. for The first stage in Cross’s theory is the pre  \ndecades. In the 1990s, these programs shifted their focus encounter stage, in which the individual is surrounded from the prevention of dangerous behaviors to more ho- by the dominant culture and attempts to assimilate to listic models (Gilgoff & Ginwright, 2015) . A literature it. In this stage, children act on the world and receive review of OST models for BYMOC found three main messages back from the environment that either confirm program structures: extracurricular activities, mentor- or disconfirm their identity struggles (Stevenson et al. , ing, and rite of passage programming (Woodland, 2008) . 1997). In the United States, culturally and economically All three were shown to be effective in aiding positive marginalized communities struggle to forge their own identity formation for BYMOC ","cbCaibUXFEGgoDqm","https://ap.wps.com/l/cbCaibUXFEGgoDqm","pdf",154079,"English","# Background: Resegrregation and Educational Inequality\n## Impact on Identity Development\n# Out-of-School Time (OST) and Mentoring Programs\n## Program Models and Effectiveness\n# Racial Identity Framework\n## Cross’s Stages of Development\n# Case Study: Natural Circles of Support (NCOS)\n## Purpose and Qualitative Approach","[{\"question\":\"Why does resegregation matter for young men of color?\",\"answer\":\"Resegregation is associated with deficits in social and economic supports and with deteriorating school conditions. It contributes to higher risks for negative life outcomes such as dropout, economic poverty, and incarceration.\"},{\"question\":\"What role do out-of-school time (OST) and mentoring programs play?\",\"answer\":\"OST programs and afterschool mentoring groups can mitigate detrimental effects of racial inequalities. Research cited in the text links strong ethnic identity support to improved academic and social outcomes.\"},{\"question\":\"How does the Natural Circles of Support (NCOS) case study fit into the analysis?\",\"answer\":\"The case study investigates participants’ perceptions of how NCOS meets the needs of young men of color in urban school districts. It is used to understand how group mentoring support may influence identity development and reduce risks linked to low expectations and stereotype threat.\"}]","Group Mentoring and Identity Formation for Young Men of Color - A Case Study | PDF",1792070739,23]