A Process and Outcome Evaluation of the 4-H Mentoring/ Youth and ...

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YFP/4-H Mentoring Evaluation these programs tend to be of color and to reside in low-income households (Freedman, 1993). Thus, mentoring programs are often grappling with the problem of how to facilitate the development of meaningful relationships between two strangers whose life experiences may be very different (Spencer, 2007b). Individual differences in gender, ethnicity, and age can shape the needs and characteristics of mentees and the processes through which mentoring may influence them (Darling, Bogat, Cavell, Murphy, & Sanchez, 2006). With the exception of youth for whom racial issues are an overriding concern, the mentor's race or ethnicity may not be the critical factor in predicting the likelihood of a successful relationship (Liang & West, 2007; Rhodes, 2002b). Trusting and supportive relationships appear to be possible for minority youth in both same-race and cross-race relationships. Whether or not adult mentors should be the same race as the youth they mentor depends on the program’s mission, goals, and priorities; the preferences of the child’s parent or guardian; and the personal qualities of the mentor (Jucovy, 2002). Parent and program preferences for same-race/ethnic group matches, coupled with the relatively low proportion of minority volunteers and the relatively high proportion of minority youth participants has resulted in many minority youth being retained on waiting lists until adult volunteers of the same race become available (Bauldry, 2004; Rhodes, 2002b; Spencer, 2007a). The influx of immigrants from Latin America in recent years has been a challenge for mentoring programs, particularly those that are school-based, since many of these youth may often struggle in American schools (Diversi & Mecham, 2005). Diversi and Mecham (2005) studied Latino youth in a rural after-school program and found that the mentoring relationship was successful in fostering academic engagement and cross-cultural relations. Youth improved their grades and reported being more connected to school, and mentors and youth also reported 13
YFP/4-H Mentoring Evaluation trust in their relationship and satisfaction in learning about each other’s culture (Diversi & Mecham, 2005). Karcher (2008) examined the effects of providing youth school-based mentoring to a sample of 516 predominately Latino students who were already receiving other supportive services. Results revealed small, positive main effects of mentoring on self-reported connectedness to peers, self-esteem, and social support from friends, but not on several other measures, including grades and social skills (Karcher, 2008). While race or ethnic origin per se may not be critical in the success of mentoring relationships, race and cultural values can influence mentor-mentee interactions in a number of ways, resulting in the miscommunication or misinterpretation of social cues by culturally unaware mentors. Liang & West (2007) thus suggest the need for mentors and mentoring programs to work toward developing culturally sensitive youth mentoring programs. Gender Relatively few studies have been conducted to directly assess the effects of gender on mentoring outcomes, and the few that have been done have shown mixed results (Darling et al., 2006; Rhodes, Lowe, Litchfield & Walsh-Samp, 2008). In one of the more recent studies, Jean Rhodes and her colleagues, drawing on data from BBSA programs, found that girls’ relationships lasted significantly longer than those of boys. Girls reported being less satisfied than boys in short- and medium-term relationships, but were more satisfied than boys in long term relationships (Rhodes et al, 2008). In a study of 376 youth involved in mentoring in seven community sites, Bellamy, Sale, Wang, Springer, and Rath (2006) found that girls were more positive than boys about the quality of their mentoring relationships with respect to the degree to which they were youth-centered, their degree of emotional engagement, and their degree of 14
Page 1 and 2: A Process and Outcome Evaluation of
Page 3 and 4: CONCLUSIONS AND RECOMMENDATIONS ...
Page 5 and 6: Table 22. Positive Mentee Changes R
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Page 9 and 10: ACKNOWLEDGEMENTS There were many pe
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Page 13 and 14: YFP/4-H Mentoring Evaluation REVIEW
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YFP/4-H Mentoring Evaluation proxim
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YFP/4-H Mentoring Evaluation Table
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YFP/4-H Mentoring Evaluation docume
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YFP/4-H Mentoring Evaluation mentor
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YFP/4-H Mentoring Evaluation OUTCOM
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YFP/4-H Mentoring Evaluation Youths
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YFP/4-H Mentoring Evaluation • Sc
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YFP/4-H Mentoring Evaluation form.
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YFP/4-H Mentoring Evaluation that t
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YFP/4-H Mentoring Evaluation Initia
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YFP/4-H Mentoring Evaluation collec
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YFP/4-H Mentoring Evaluation are no
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YFP/4-H Mentoring Evaluation matche
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YFP/4-H Mentoring Evaluation If onl
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• youths ages 12 to 17 at admit,
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etween boys in the two groups. When
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Predicting Change on the BERS-2 Sub
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Table 50. Predictors of Change on A
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Table 53. BERS-2 Pretest Subscale S
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Table 55. Correlation Between YRM S
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two, youths reported that mentor ac
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Given these very low numbers, we di
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differences in the proportion of yo
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Table 67. Court Involvement in Firs
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youths’ perspectives regarding th
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percentage (83%) of comparison yout
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Table 73. How Much the Program Help
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youths were closest to “mostly Bs
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skipped school, but improvement on
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PROGRAM COSTS Overview In order to
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There was substantial variation by
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school performance nor scores on th
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for several subscales they continue
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youth met with their mentor once ev
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differences is the concentration of
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court-involved. It may be that thos
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of a weak method, the “retrospect
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started out equivalent, we would ha
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implementation matched the program
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The results from our study of 4-H M
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REFERENCES Ahrens, K., DuBois, D.,
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Freedman, M. (1993). The Kindness o
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Larose, S., Ceyrenne, D., Garceau,
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Scales, P.C., & Leffert, N. (2004).
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APPENDIX B: SITE-SPECIFIC INFORMATI
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Table B2. YFP Activities During the
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Table B4. Average Number of In-Pers
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Table B6. Site Type and Use of High
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Table B8. Reasons for Referral Beha
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Table B10. Mentor Characteristics S
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