03/05/2026
By Zakkiyya Witherspoon

The School of Education invites you to attend a doctoral dissertation defense by Erin Elizabeth Orcutt “Equipping Students for Success: The Impacts of School-Based Mentoring on Career Self-Efficacy and Academic Engagement for Low-Income, At-Risk Career and Technical Education Students."

Candidate: Erin Elizabeth Orcutt
Degree: Doctoral- Ed.D. Leadership in Schooling
Defense Date: March 18, 2026
Time: 4 p.m.
Location: Via Zoom l
Thesis/Dissertation Title: Equipping Students for Success: The Impacts of School-Based Mentoring on Career Self-Efficacy and Academic Engagement for Low-Income, At-Risk Career and Technical Education Students

Dissertation Committee

  • Chair: William Goldsworthy, Ed.D., Professor, School of Education, University of Massachusetts Lowell
  • Committee Member: Jayson Ramalho, Ed.D.

Abstract
Low-income students in career and technical education (CTE) settings face systemic barriers that limit access to career social capital, guidance, and supports promoting college and career readiness. As workforce demands intensify, CTE programs must address inequities that constrain students’ career self-efficacy and academic engagement. This Dissertation-in-Practice examined whether a school-based mentoring intervention influenced career self-efficacy and academic engagement among at-risk, low-income students at Coastal Technical High School. Grounded in improvement science, the researcher conducted a needs assessment and implemented a six-week Plan-Do-Study-Act cycle. Five students participated in mentoring relationships with adult mentors recruited from local industry and alumni networks. Using a concurrent mixed-methods design, the study collected pre- and post-intervention data through the College and Career Readiness Self-Efficacy Inventory (CCRSI) and semi-structured interviews. Mean CCRSI scores increased from 3.84 (SD = 0.52) to 4.29 (SD = 0.50), reflecting an 11.25% gain. Although statistical significance was not reached (p = .12), the effect size (d = 0.87) indicated a large practical effect. Qualitative findings revealed increased career decision-making confidence, stronger school-to-career connections, enhanced social-emotional validation, and gains in academic engagement. Limitations include small sample size, short duration, and reliance on self-report measures. Despite these constraints, findings suggest structured mentoring is a promising Tier II strategy for embedding equity-centered supports within CTE systems.