How to support me in connected learning: Youth perspectives on adult supportive behavior and its benefits

Abstract

This study examined the various ways adults engage and support youth in connected learning settings, which are focused on supporting youth in their interests or passions. Youth from 5 Chicago community-based, out-of-school time (OST) programs participated in focus groups on the topic of adult-youth relationships. Participants reported characteristics and behaviors of supportive adults as well as the outcomes associated with those behaviors. Analyses revealed that the following characteristics of adults enabled engagement and relationship development: (a) mutual respect, (b) genuine interest, (c) ongoing communication and friendship, and (d) going above and beyond. Youth also identified the specific ways that adults supported them: (a) guidance and motivation, (b) skill-based support, (c) role modeling, (d) connecting, (e) emotional support, and (f) cultivating youth voice. Finally, participants reported the following outcomes related to such support: (a) social capital, (b) a sense of empowerment and control of their futures, and (c) a sense of acceptance and validation. This study is a contribution to the literature on adult-youth relationships in connected learning sites and draws attention to the potential socioemotional and instructional benefits of such programs. Our study also highlights the various ways that adults in OST programs can successfully engage youth and form relationships.Most recently, researchers have become interested in youth sparks and interests because of their developmental benefits. Sparks are a "passion for a self-identified interest, skill or capacity that metaphorically lights a fire in the adolescent's life, providing energy, joy, purpose and direction" (Scales, Benson, & Roehlkepartain, 2011, p. 264). A national study of racially/ethnically diverse 15-year-olds found that participants in the high sparks group had better academic outcomes (i.e., more focused on learning, higher grades, more effort in school) than youth in the low sparks or no sparks J. Community Psychol. 2017;45:906-921. wileyonlineliberary.com/journal/jcop c 2017 Wiley Periodicals, Inc. 906 Recent mentoring studies have revealed that simply the presence of natural mentors is insufficient in promoting positive youth outcomes; high-quality, close relationships are necessary. For instance, in their sample of African American adolescents, Hurd and Sellers (2013) found that more connected (e.g., closer, more involved) mentoring relationships yielded greater academic engagement compared to not having mentoring relationships at all. Liao and Sanchez (2016) also found that urban, low-income Latinx adolescents with closer and more growth-oriented relationships (e.g., higher relational quality and instrumental quality) had better academic outcomes compared to those with less close and less growth-oriented relationships or those without mentors. Hence, the youth mentoring literature suggests the importance of focusing on the quality of youth-adult relationships. Similar to research on mentoring, investigations of OST and conne...

Unpacking Community-Based Youth Mentoring Relationships: An Integrative Review

“…The emotional component, which is the most frequently engaged, includes aspects of trust, reliability, consistency, support, and authenticity in mentoring programs in all formats operating with American, European, Israeli, and Australian youth [ 78 , 80 , 85 , 86 , 87 , 88 , 89 , 90 , 91 , 92 , 93 , 94 , 95 , 96 ]. The emotional component also encompasses other qualities, such as listening, empathy, attunement [ 62 , 96 , 97 , 98 ], genuine respect [ 99 ], and sensitivity [ 39 , 94 , 100 ]. In this vein, trying to unpack the terms “empathy” and “mentors’ attunement,” researchers underscored aspects of mentors’ perspective-taking and adaptability and flexibility to youth needs [ 62 , 101 ].…”

“…The recreational component refers to connectedness, companionship, friendship, and ongoing communication [ 80 , 82 , 91 , 92 , 94 , 96 , 97 , 98 , 99 , 103 , 104 ], accompanied by collaboration, mutuality [ 39 , 86 , 94 , 95 , 96 , 103 , 105 ], and self-disclosure [ 106 , 107 ].…”

Understanding early research experiences through the lens of connected learning

“…“Youth develop their interests and sparks through the support of adults,” (Vaclavik et al, , p. 907). Given the value of adult support and guidance broadly speaking, the impacts of it as described by the successful researchers in this study, and the unique role of youth services providers who are poised to provide this kind of relationship and support, it is key to develop ways to support those who work with youth to stoke connections to research.…”

“…This unique time of identity exploration and openness to career and learning opportunities allows for particularly impactful support and experiences. The role of adult support, including guidance and motivation, role modeling, and cultivating youth voice, is key for successful CL (Vaclavik, Sánchez, Buehler, Gray, & Rodriguez, ).…”

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