Meeting the Academic Needs of Minority Students through a Non-academic Mentoring Program

Main Article Content

Luz Mary Rincón
Caren Smith Fielder


This article presents the preliminary results of a mentoring program developed by the Mount Pleasant Independent School District (MPISD) in the State of Texas with the goal of improving low-achieving students’ results on the math and reading state mandated tests, Texas Academic Knowledge and Skills (TAKS). The article describes the level of development of the program at the end of the first year of implementation and shows what may be the positive impact of youth participation in mentoring relationships. The apparent impact of the mentoring program is shown through improved scores of TAKS tests of fifth grade and is illustrated in the experience of a mentor teacher and her group of students. Although it does not specifically target ethnic and language minorities, their improved academic performance may have been the result of the mentoring experience.

Article Details

How to Cite
Rincón, L. M., & Smith Fielder, C. (2007). Meeting the Academic Needs of Minority Students through a Non-academic Mentoring Program. HOW Journal, 14(1), 113-128. Retrieved from
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Author Biographies

Luz Mary Rincón, Texas A&M University-Texarkana

Luz Mary Rincón is the director of Bilingual/ESL Education at Texas A&M University-Texarkana, and serves as a consultant for bilingual schools in Northeast Texas. She holds an M.A. in TESOL, an M.A. in Spanish, and a Ph.D. in Applied Linguistics from Ball State University, Indiana, where she was the recipient of the Dissertation of the Year Award in 2004.

Caren Smith Fielder, Mount Pleasant Independent School District

Caren Smith Fielder has a B.S. in Interdisciplinary Studies from Texas A&M University-Commerce, and an M.S. in Curriculum and Instruction from Texas A&M University-Texarkana. She is in her 17th year of teaching middle school in Mount Pleasant Independent School District in Mt. Pleasant, Texas.


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