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A case study utilizing a mixed methods design concluded that a nontraditional-style mentorship intervention model for at-risk, Native American youth at a tribal school in South Dakota has positively impacted the youths’ perspectives of their educational futures. The mentorship intervention model was social work-rooted, theory-driven, and culturally-sensitive. The literature review discussed the lack of research for this oppressed group with mentorship programming and provided comprehension to advance mentorship program in rural reservation settings.
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