Date of Award


Document Type


Degree Name

Philosophy (Ph.D)


Curriculum and Instruction

First Advisor

Olivia G Stewart

Second Advisor

Shirley Steinberg

Third Advisor

Brett Blake


The purpose of this study was to examine the effect of the Hochman Method’s Sequence for Notetaking Instruction on male high school students of color. This method of notetaking was an integral part of the curriculum offered by the Mentoring Kings Initiative, a critical mentoring program providing formal and informal mentoring to male students of color. Specifically, the study explored how bolstering the Hochman Method’s explicit notetaking instruction with critical mentoring and culturally responsive pedagogy intrinsic to the Mentoring Kings Initiative affects student comprehension, self-efficacy, and notetaking mastery. Perceptions of the Mentoring Kings Initiative among these male high school students were also analyzed. Data were collected from ten male students of color in grades nine to eleven who were members of a College & Career Preparatory Institute (CCPI) located within a not-for-profit organization based at a large urban high school in New York City. Interpretive Phenomenology and document analysis were used to effect data analysis of interview and notebook data. Results indicate that the Mentoring Kings Initiative and its various components: the Hochman Method’s Sequence for Notetaking Instruction, the Mentoring Kings University, the Mentoring Kings Notebook, and the Mentoring Kings Online Modules were perceived favorably by research participants. However, the Hochman Method’s Sequence for Notetaking Instruction did not completely facilitate the notetaking and comprehension abilities of the high school boys of color. Recommendations include 1) conducting further notetaking studies to deepen the pool of existing research 2) providing students with explicit notetaking instruction for each component of the Hochman Method: keywords, phrases, abbreviations, and symbols to aid comprehension and application of, and proficiency with, each, and 3) utilizing and referring to the Hochman Method as a culturally relevant literacy tool.

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