{'fraction_non_alphanumeric': 0.011177347242921014, 'fraction_numerical': 0.0, 'mean_word_length': 5.782828282828283, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Mentoring as a Springboard to Acculturation of Immigrant Students into American Schools.

Although the ever increasing diverse immigrant and refugee students enrich and bring diversity to America’s social fabric, they seem to encounter numerous challenges as they acculturate and integrate into their new school culture and environment. Although most school systems and higher education institutions have made significant efforts to facilitate this process, minimal research has documented the potential of mentoring as an alternative tool to facilitate immigrant youth acculturation into American schools. Additionally, mounting anecdotal evidence suggests that if these challenges are not addressed in a timely and appropriate manner, then the educational, health as well as the civil and governmental institutions may be forced to deal with far greater problems later in life. This article highlights findings from a case study of a pilot mentoring intervention project among diverse newcomer middle school immigrant and refugee students. It will describe the benefits, challenges as well as future recommendations. The author suggest that a culturally sensitive mentoring program has the potential to significantly enhance the acculturation and schooling of diverse at risk immigrant and refugee students entering America’s school system.