Autumn 2011.pub - Australian Youth Mentoring Network

Research Quarterly
Issue No. 4
Autumn 2011
The Australian Youth Mentoring Network: a national hub for youth mentoring research, tools and resources
Articles in this edition:
Lee, Joanna M., Lauren J. Germain,
Edith C. Lawrence, and Jenna H.
Marshall. 2010. “‘It opened my
mind, my eyes. It was good.’ Sup-
porting College Students’ Navigation
of Difference in a Youth Mentoring
Program.” Educational Horizons 89
(1): 33-46.
Page 2
Hughes, Carolyn, Elizabeth Boyd and
Sara J. Dykstra. 2010. “Evaluation of
a University-Based Mentoring Pro-
gram: Mentors’ Perspectives on a
Service-Learning Experience.” Mentoring
& Tutoring: Partnership in
Learning 18(4): 361-382.
Page 3
Mentoring Through
a Global Lens
Welcome to the Autumn 2011 edition of the Research
Quarterly. Each quarter, we aim to provide you with a
summary of recent research articles on youth mentoring as
well as provide a more detailed article which looks at
research in a particular area of youth mentoring.
This month, we look at mentoring of college students with
younger mentees to determine if mentoring is beneficial for
both the mentor and the mentee. We also look at the
mentoring relationship of S e lf- Id ent if i ed G a y, Bis e xu al, and
Q uestion in g Ma l e Y out h
We spotlight the differences in mentoring from around the
world including New Zealand, Canada, Ireland and India.
Spotlight
Mentoring Through a Global
Lens
Page 4
Smith, Laureen. 2011. “Piloting the
use of teen mentors to promote a
healthy diet and physical activity
among children in Appalachia.” Journal
for Specialists in Pediatric Nursing
16: 16-26.
Page 6
Torres, Rodrigo S., Gary W. Harper,
Bernadette Sanchez, M. Isabel Fernandez.
2011. “Examining Natural
Mentoring Relationships (NMRs)
among Self-Identified Gay, Bisexual,
and Questioning (GBQ) Male Youth.”
Children and Youth Services Review,
in press.
Page 7
youthmentoring.org.au
Newsletter compiled by Jennifer Hsu on behalf of the Youth Mentoring Network 2011.
While every effort has been made to ensure the accuracy of the information contained in this document the Australian Youth Mentoring Network accepts no
liability of any loss or damage associated with its use. Mentors should always refer back to their program’s polices and procedures for further clarification.

Supporting College
Students’
Navigation of
Difference in a
Youth Mentoring
Program
Lee, Joanna M., Lauren J. Germain, Edith C.
Lawrence, and Jenna H. Marshall. 2010. “‘It
opened my mind, my eyes. It was good’:
Supporting college students’ navigation of
difference in a youth mentoring program.”
Educational Horizons 89(1): 33-46.
“...the structure of
the program where
the mentors were
given course work
on adolescent
development and
cultural sensitivity
made substantial
difference in
overcoming cultural
barriers between
mentor and
mentee.”
Th e a rt ic le b y L e e e t . a l. (2010) focus es o n t h e Y o ung
Women L ead e rs P r og r am ( Y WL P ) i n t h e US t o d etermine
wh ether issues of c ons isten c y, d i ve rs it y and other
r el at ed m atters c ou l d b e s uccessfully a ddressed b y
coll eg e level m ent o rs. Th e r e is r es ea rc h t o s uggest t hat
coll eg e l e v el m ent o r s given t h ei r t r ansitory nat u r e
cannot e ffect i v el y c a r r y out m e nt oring ro l e s . R el iab ilit y
and consistenc y of m e ntors is a k e y is s ue for any
m e ntorin g p r og ra m , wi t hout s uch it can b e d amaging for
t he yo uth invo l v ed.
Th e YW L P p airs t og et her a c o ll eg e l e v e l female s t udent
wit h a s e v e nth g ra d e m ent e e f or on e ac a dem ic y ea r,
m e eting at l east f o ur h ou rs p e r m o nth f o r o n e-t o- one
s ession a nd t w o h ou r s p e r w e ek in a g ro u p wit h ot h er
m e ntors and m en t e es . T he authors c onc l ud ed t hat t h e
s t r ucture of t h e p r og r am w h ere t he m e nt o r s were g i ven
cours e w o rk o n a d ol escen t d e v el o pm e nt and cult u ra l
s en s it i vit y m a de s u b s t ant ia l differe nc e i n o v e rc oming
cult u ra l b a r ri e rs b et w ee n m e nt o r a nd m ent e e. T h e
availabilit y of p r og r a m s t a ff t o pr o v id e s u p p ort t o t he
m e ntors m a de s ubstantial im p act in t h e m e ntor- m ent ee
r el ationship. T h e c o u rs e w o rk component a nd act ua l
m e ntorin g h el p ed e nc ou r ag e c ons isten c y a nd re l iab ilit y
of t his c oh o rt of m e nt o rs.
2
Factsheets for mentors are available on the
AUSTRALIAN YOUTH MENTORING NETWORK Website
www.youthmentoring.org.au/mentor_factsheets.html

Mentors’ Perspectives on a
Service-Learning Experience
Hughes, Carolyn, Elizabeth Boyd and Sara J. Dykstra. 2010. “Evaluation of
a university-based mentoring program: Mentors’ perspectives on a service-
learning experience.” Mentoring & Tutoring: Partnership in Learning 18(4):
361-382.
382.
Th e r esearc h cond uc t ed b y H ughes, B o y d
and Dks t r a ( 2010) s e eks t o u nd e rstand
y out h m e ntorin g f r o m a s t ud e nt m en t o r
s t andpoint . Th e r es e a rc h p ro v id es a s e r vic e -
learn in g a p p ro ach t o y ou t h m e nt o ri ng
p r og ra m .
A s ervic e l ea r ning approac h can b e d ef in e d
as a “ r eciproc al r el ationship in wh ic h
s t u d e n t s a d d r e s s a c o m m u n i t y n e e d ,
inc r e ase t h e ir c i vic e ngagem ent , a nd f oster
t heir s o cial awaren es s b y r ef l ecting on t h ei r
s e r vic e a c t i v it y ” (H ug hes , B o yd a nd D ykstra ,
2010: 363). T his a p p ro ac h t o y ou t h
m e ntorin g m a y h e l p r e duc e i nc id enc es wh e r e
m e ntor relat i ons hips fail.
Th e r es ea r ch s e l ec t ed a la r ge pr i vat e
unive rs it y i n s out h eas t e rn U S wit h m e nt oring
p r og ra m s i n h ig h s c hool s l oc at ed i n high
p o ve rt y areas where one of t he main pu r p os e
of m ent o ri ng is t o i m p r ove t h e o utcom es o f
t he y o uth attend i ng t hes e high s c h oo l s .
Cond uct in g t h e p r og r am i n t he high s chool
gave m e ntors t h e p os s ibili t y t o s e e firsthand
and und e rstand the c h alleng es of p overt y.
In c o njunct i on t o m e e t in g m ent e es, m ent o r s
w ere p ro v id ed w ith s t ru c t u r ed c lasses a n d
w ere given r ead i ngs r el at ed t o p o v e rt y. Th i s
com p on e nt of t he p r og ra m en hanc ed t heir
m e ntorin g e x p e ri e nc e s a nd ro l e as it g a v e
t he m e ntors a foundat ion t o c om p r eh e nd t h e
chall e ng es o f po v e rt y. Th e a uthors c on clud e
t hat pa rt ic i pat ion in t he p r og r am g a ve t h e
s t ud ent m ent o rs a n o p p ortunit y t o r ef l ect o n
t heir r el ationships w ith m e nt e es a nd h o w
t hey w ou ld chang e t heir o w n b e havior and
wa y of m e ntorin g in t h e fut ure.
3

Spotlight
Mentoring Through a
Global Lens
This quarter, we look at mentoring research from around the world.
We will be looking at the following articles:
• B rad y , Berna dine a nd Pa t D ol an. 2009. “ Y o uth M en t o rin g as
a T o ol f o r Communit y and Ci v ic E ngagem en t : Reflec t i ons o n
F i n d i n g s o f a n I r i s h R e s e a r c h S t u d y . ” C o m m u n i t y
Developm e n t 40: 359-366.
• Ka rc h e r, M ic hael J. a nd Daniel S ass. 2 010. “ A M u ltic u ltura l
A s s e s s m e n t o f A d o l e s c e n t C o n n e c t e d n e s s : T e s t i n g
M eas u r em ent Invarianc e Ac r oss G e nd e r and Ethnicit y. ”
J o urnal of Cou n s e ll i ng Psych o l og y 5 7 (3 ): 2 7 4-289.
• Garra wa y , Hi la r y and N ancy Pistrang. 2010. ‘‘ ‘Brot h e r f r om another m other’: Me nt o ri n g
for A f ric an-Carib b e a n ad ol escent b o ys.” J o urnal of Ad ol e s c e n ce 33:719-729
• Ma rs hall , Dave and Ka r e n Sh a v er. 2010. “ C ult u re , C ont e xt a nd Innovat ion: A K iwi
Ca nu ck pers pe c t i v e. ” N ew Directi o n s f or Youth Dev e lopment 1 26: 145-148.
• P r yc e, J ulia, Al is on N i ed e rkorn, M a rg aret Goin s a nd M e lissa Reiland. 2010. “ Th e
devel o pm e nt of a y o ut h m ent o r in g p ro g ram i n t h e s o ut h o f I nd ia. ” I n t e r n a ti o n a l S ocial
W o rk 5 4(1): 5 1-6 5.
Th e artic l es i n t h i s s p otlig ht f oc us o n
dif ferent nat i on al cas e s t ud i es. O n e of t h e
m ajor t hemes t h at t i e t hes e divers e c as e
s t ud ies t o g ether is t h e need t o c on s id e r and
inc o r p o rat e cultural d i fferenc es i n m ent o ri n g
p r og ra m s . Im pl em e n t ation of m ent o ri n g
p r og ra m s w ithout c ons id e rat i on of l oc al
c o n d i t i o n s m a y r e n d e r t h e p r o g r a m
in ef f ective a nd i na p p r o pr ia t e . F o r e xam p l e ,
t he c o ll ect i vist culture t h at is p r e va lent i n
m any s oc i eties a ro u nd t h e w o rld can a t
t im es b e at odds w it h t h e d yad ic na t u r e of
m e ntorin g rel ationships.
Th e first s t e p t o u n derstand i ng t h e local
condit i ons a nd t h e im po rt ance of cert ain
cult u ra l v alues is t he n e ed t o cond uc t
r es ea rc h w ith communit y m embers . T he
art ic l e b y P r yc e et. a l. (2010) o f s out h ern
Ind ia is a c lear e x am pl e of t h e p r oc e s s
r e q u i r e d i n e s t a b l i s h i n g c u l t u r a l l y
appropri at e m e ntorin g p r og r ams. P has e o n e
of t h ei r r es e arch i nvol v ed t h e coll ect i on of
data f r om 4 9 p a rt icipants in a r u ra l
communit y i n t h e s t a t e o f T amil N a du f r o m
m e n t o r s , c o m m u n i t y l e a d e r s , p a r e n t s ,
p r og ra m s t a ff and I n dia n y out h. T his firs t
ph as e o f t h e p r oj ect was aimed at obtaining
an u nd e rstanding of t he m e nt oring p ro g ra m
in its c u r r ent f orm. Inf o rm ation was a l s o
gathered o n p a rtic i pa nts’ v i ew of developing
a curric ulum for a m o r e s t r uctured m ent o ri n g
p r o g r a m b a s e d o n p o s i t i v e y o u t h
devel o pm e nt conc e pt s . Th e s ec on d p has e
in v ol v ed t h e s o l idification of c u r ric ula i d ea s
and im p lement ation of t he curri culu m
t hrough a y o uth p r og ra m i n t he ru r al
communit y.
Th e r es ea rc h f in ding s dem o nstrat ed t hat a
on e- o n- on e m e nt oring r el at ionship m a y not
b e a p p r o p r i a t e g i v e n t h e c o l l e c t i v i s t
t ra dit i on. Th e a uthors f ou nd t h e r e is a
nat u ra l t e nd e nc y t o g ra v itat e t o wa rds group
coll ab oration. M oreover, t h e r esearch s h ow s
t hat u nlik e Wes t e r n m e nt o ri ng pr og r am s ,
pa r e nts were in v o l v ed in t h e m en t o r in g
p r oc ess: “ B ec aus e ad ult–child r el ationships
m a y not n aturally oc c ur, m e ntorin g p r og ra m s
m a y n ee d t o act i v el y s u p p o rt e ngaging t h e
y out h’s e xi s t i ng n et w o rk, in clud in g pa r e nt s
and ot h e r f amily m e m b e rs ” ( P r yc e e t al . ,
2010: 61).
4

Th is pa rt icula r r es e arch s h o ws t hat t h e
gathering of b ackgrou nd i nf o rm ation is
critical t o t he im p lementat ion of m e ntoring
p r og ra m s i n a n o n- Western s et t i ng. Th e
Ind ia n cas e s t u d y in d icat es t h at o n e- on- o n e
r el ationships w ill n ot t ra nslat e s uccessfull y
in a c o ll ect i vist s etting.
Th e a rt ic le b y K archer a nd Sa s s ( 2010)
further re i nf o rc es t hat even w ithin t he s am e
nat iona l s ettin g d if f e re nc es e x ist in h o w
v a r i o u s e t h n i c a n d c u l t u r a l g r o u p s
e xperienc e m e nt o ri ng. Th e aut h ors meas u re d
ad ol escents’ c on n ec t ed n ess w ith family,
c om m u n it y and s c h o o l b y u s i ng t h e
H e m i n g w a y : M e a s u r e o f A d o l e s c e n t
Connectedness t o d et e rmine t h e d if f erenc e
ac ross gen d er and et h nic grou ps.
S om e of t he m a j or f i ndings f r om t his s t ud y
inc lu d e t hat C aucas i an yo uth were m o re
connect ed t o t h e ir t ea chers t han Af r ic an
A m e r i c a n s . C o n s e q u e n t l y , t h e a u t h o r s
s u g g e s t f r o m a r e s e a r c h m e t h o d s
s t andpoint , it is f ru i t ful t o d issect glob a l
c a t e g o r i e s s u c h a s “ s c h o o l ” i n t o
s ubcategories s uc h a s t eac hers , c l assmates
and other s uch g r ou pi ngs . O n t h e g e nd e r
front, Ka r cher a nd Sas s f ou nd t h at g i rl s
w ere m o re c on n ect ed t o t h e i r f r i en d s ,
s iblings, s c hool, p e ers, t e achers , and
r ead i ng b ut l o wer c on n ect ed ness t o t h ei r
neig hb ou rh o ods than b o ys.
Th e K a rcher a nd S ass s t ud y r e v ea l t h e
i m p o r t a n c e o f d e s i g n i n g s t u d i e s t h a t
inc o r p o rat e m o r e s p ec ific c at eg o ri es t o
und e rstand h o w m e nt o ri ng affects n ot on l y
gend e r b ut d if ferent ethnic groups.
Garra wa y a nd P istra ng (2 010) in t heir artic l e
on Af r ican C a rib b e an m a l e ad ol escents i n
t he U K d em o nstrat e s t a rk c o nt rast i n h o w
t hey e x p erien ce g en e ra l s ocial cond itions
and s ub s e q u ent l y m e n t al h ea lth p r ob l ems in
com p a ris on t o t h ei r C auc asian c o unt e r pa rts .
T h i s i s n o t s u r p r i s i n g g i v e n A f r i c a n
C a r i b b e a n a d o l e s c e n t b o y s e x p e r i e n c e
g r e a t e r s c h o o l e x c l u s i o n , l o w e r
s o c i o e c o n o m i c s t a t u s a n d r a c i a l
d i s c r i m i n a t i o n ( G a r r a w a y a n d P i s t r a n g
2010). I n a ddition , t h e a uthors s u ggest t h a t
t his group is m ost dif fic u lt t o e ng ag e i n
t e rms of m ent al hea lt h s ervic es.
Th e i r s t ud y s h ow e d t hat m e ntorin g m a y b e
on e m ethod t o h e l p A fric an C a rib b e an m ale
ad ol escents o v ercome t his o b s t ac l e. T h e
r es ea rc h i nd icat e d t hat m e ntors pl a ye d a
p osit i v e r ol e i n t he l i v es o f A f ric a n
Ca r ibbea n b o ys b y givi ng t hem a lternat i v e
images of t he negat ive p o rtraya ls of t h i s
ethnic g ro u p i n s ociet y . F act o rs t hat
fac ilitat ed t he r el at ionship i nclud ed t h e
m e ntors ’ wi ll in gness t o t a lk ab out t h ei r o w n
e xperienc es as t h e m e ntors s hared s im ilar
b ackground as the boys. Mentors a lso p la y e d
a m ediat in g r o l e b etween b o ys and t eac h e r s
and , t h e b o ys v alued t h e a d vo cac y r o le
p la y ed b y t heir m e n t o r. T he a uthors also
not e s ig n if icant changes w e r e d et ect e d i n
t e rms o f t h e b o ys s e eking h e l p and t his
ind ic at e a first s t e p t ow a rds s e ek in g m en t a l
healt h s e r vi ces .
Wit hin a b r oad e r p e rs pe c t i v e, B r ad y and
Dola n (2 009) s u ggest t h at w e n e ed t o
com p r eh e nd t h e f a c t o rs t h at m otivat e
m e ntors t o b ec om e m e nt o rs in o rd e r t o
a s s e s s h o w m e n t o r i n g c o n t r i b u t e s t o
communit y d evelopm e nt.
Th e a uthors c on duc t e d r es ea rc h w ith t h e Bi g
B rot h e r and Bi g S ister ( B B BS) p ro g ram i n
Irela nd and f o und t hat t h e p ro g ram g ave
m e ntors a great e r u nd e rstand in g o f y out h
p r oblems and em p athy a nd t his has
p r o m p t e d s e l f - r e f l e c t i o n . T h e p r o g r a m
of fered t h e m e ntors a wa y t o m ak i ng a
dif ferenc e a t a n i ndivid ua l level. T h e
s uccess o f t he p ro g ra m el s e w here i n t h e
world als o attrac t e d m ent o rs t o t h e p r og r am.
Th e I r ish cas e s t ud y of t h e BB B S p r og r a m
directs o u r a t t e nt ion t o t he nat iona l cont e xt
of m ent o ri ng a nd its im p act o n c ommunit y
devel o pm e nt.
We n e ed t o b e s e ns itive t o different c ult u ra l
p e rs pe c t i v es and a s s ess h ow m ent o r in g
fram e works c an b e ad a pt ed t o s p ec if ic
p o pu lat i on g r ou ps . While Ma rshall a nd
Sh a v er (2 010) w r it e ab o ut t h e in digenous
p o pu lat i ons i n N e w Z ea la nd and Ca nad a ,
t heir r es ea rc h can b e e xt r apolat ed m o r e
b r oa dly. M a rhs all and S haver (2010: 146)
s uggests t h at p r og ra m s n e ed t o b e m o r e
attuned w ith t h e needs of t h e i nd ig en o u s
p o pu lat i on: “I nd e ed, in m a n y i nd ig en o u s
cult u r es world wi d e, a s t r on g c ol l ect i v e
cult u r e and a p o w erful h istory of i nf o rm a l
m e ntorin g m a y alt e r ro l es a nd t ra in i n g
r e q u i r e m e n t s f o r s t r u c t u r e d , f o r m a l
m e ntorin g rel ationships.”
Th e s p ot lig ht artic l es for t his issue i nd icat e
t hat p r og r ams n e ed t o ad o pt m o r e t h oroug h
p r el im in a r y b ackgrou nd r es ea rc h int o t h e
local and c u ltural c ond it ions s o t h at
m e ntorin g p r og ra m s m a y b es t m e et t he
need s of y ou ng pe o p le in different s ettings.
5

Piloting the use of Teen
Mentors to Promote Healthy
Diet and Physical Activity
Smith, Laureen. 2011. “Piloting the use of teen mentors to promote a healthy
diet and physical activity among children in Appalachia.” Journal for Specialists
in Pediatric Nursing 16: 16-26.
T h is a r t ic l e f oc us e s o n r u r a l -d w e l l i n g
child r en in A p p alachia ( U S) and t h e po t e nt ia l
for m e nt o ri ng t o affect diet and ph y s ic a l
activit y given t he h ig h r at es of ob esit y i n t h e
r eg ion.
Th e r es ea r ch e xam i n ed a p r og ra m wh e r e
t e en ag e rs were p aired wit h el em e ntary
s t ud ents w ith t h e “f oc us o n i nc r eas i n g
k nowledge, attit ud e s , s e lf- e fficac y , a n d
p e rc ei v ed c o nt ro l o ve r on e ’s b e havior
r eg arding eat in g h e alt hfully and en gaging i n
r eg ular ph ys ic al act i vi t y ” ( Sm ith 2011: 1 7 ).
S e ve nt y-t w o s t ud e nts i n g r ad es t h r ee a n d
fourth p a rtic i pat e d i n t h e p ro g ram w ith 5 0
p e rc ent of t h e s am p le had a b o d y m ass
ind e x ( B MI ) at o r ab o v e t h e 85 t h p e rc ent ile
at p ret est. Pa rt ic i pa t in g i n t he pr og r a m
in v ol v ed va r i ous act i vi t i es i nclud in g s t o r y
r e a d i n g , c o m p l e t i n g w o r k s h e e t s ,
dem o nstrat ion of act ivit ies b y t h e m e ntor
and ot h e r ac t i v ities.
Sm ith n ot ed t h at t he p r og ra m d id n ot im p a c t
on t h e s t ud e nts’ i nt e ntion t o pa rt ic i pat e i n
r e g u l a r p h y s i c a l a c t i v i t y d e s p i t e t h e
em ph as is wit hin the m ent o r in g re l ation s hips .
In t e rms o f t r en d t o wa rd s h e alt h y eat i ng ,
les s t h an half of t h e pa rt ic i pa nts r es po nd e d
t o t h e change. W hile t he r esearch p r o v es
inc o nclus i ve a s t o t h e im p act o f m e nt o ri n g
in child h oo d ob esit y ,
S m i t h s u g g e s t s t h a t p e r h a p s g r e a t e r
dif ferentiation b etween b o ys and girls n e e d
t o b e ac count e d f o r i n o rd e r t o gain a fuller
und e rstanding o f m en t o ri ng as a m et hod t o
chang e diet a nd e n gag em e nt in ph ys ic a l
activit y.
6

Examining Natural
Mentoring
Relationships
among Self-
Identified Gay,
Bisexual, and
Questioning Male
Youth
Torres, Rodrigo S., Gary W. Harper, Bernadette
S a n c h e z , M . I s a b e l F e r n a n d e z . 2 0 1 1 .
“Examining Natural Mentoring Relationships
(NMRs) among Self- Identified Gay, Bisexual, and
Questioning (GBQ) Male Youth.” Children and
Youth Services Review, , in press.
Th is re s e a rch s e eks t o f ill a g a p i n m e nt o ri ng re s e a rch
and t hat is h o w n atura l-m e nt o ri ng re lat i on s hips (N MR )
affect at-ris k y o uth, e s p ec ia ll y t h os e wh o a r e s am e-s e x
attract ed yo uth (SSA).
Th e s t u d y gat hered d a t a from 9 7 m ale pa rt i cipa nts (14-
22 y ea rs o ld ) of Af r ic an A m eric an, L atino a nd E u ro pean
b ackground s in Ch icago a nd Mi am i. P a rticipants w e r e
s u rv e y ed on t he m ea nings t h e y attac hed t o N MR .
Th e N MR p ro v id es SS A yo uth a n o p p o rtunit y t o b e o p en
about t h ei r s e xu alit y a nd help c o nsolidat e t h ei r identit y .
Th e r es ea rc h found t h at s c hool b a s e d m en t o rs were t h e
m ost va lu ed adults i n t h e l i v es of S S A m a l e y o uth. Res
p on dents i dent ified a n umber o f areas t hat N MRs h a v e
p r ovid ed s u p po rt: em otiona l, i nf o rm ation al, s e lfapprais
al, and u nc on ditiona l. Th us, t h e a uthors conclu
de t hat f o rm alis ed m ent o r in g p r og ra m s could foc us
on t h e ab o v e m ent ioned t y p o logy of s u pp o rt for S S A
y out h.
“...school based
mentors were the
most valued adults
in the lives of SSA
male youth.
Respondents
identified a number
of areas that NMRs
have provided
support: emotional,
informational, selfappraisal,
and
unconditional…”
More research articles on youth mentoring can be found on the
AUSTRALIAN YOUTH MENTORING NETWORK Website
visit www.youthmentoring.org.au/Research.html
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