"I had him in my head reminding me to persist ": The Role of Mentoring in Shaping Immigrant Youth Expectations

Abstract

Aquest estudi presenta dades amb l’objectiu d’analitzar les expectatives educatives i ocupacionals dels estudiants immigrants de classe treballadora que varen participat en un programa de mentoria en el passat. Per tal de realitzar un seguiment longitudinal d’estudi de cas dels mentors, els adolescents immigrants van ser enquestats abans i després de participar en el programa i de nou quatre anys després. Les dades de les entrevistes en profunditat mostren com les expectatives dels mentorats es troben condicionades pel paper del mentor o d’altres adults significatius. Els resultats suggereixen la qualitat de la relació, el paper actiu dels mentors com a agents institucionals, la manera com els mentors van proporcionar habilitats de capital social als estudiants i la manera com els mentors van tractar el llenguatge del nou context d’acollida com a trets clau per a l’apoderament dels estudiants.

Results of Mentoring in the Psychosocial Well-Being of Young Immigrants and Refugees in Spain

“…The Nightingale project has been recognised as a successful initiative for vulnerable migrants in Europe [ 4 ] and in fact, in Spain, there are already several regions in which it is being carried out, such as Barcelona, Tarragona, Girona, Guipúzcoa and Navarra. The results of this study complement previous evaluations that attribute positive impacts to the programme in terms of academic attitudes—behaviour and dedication to study—and educational expectations, as well as improvements in the minors’ communication skills and self-esteem [ 1 , 3 ].…”

“…The selection criteria are that (a) they have arrived recently or are of foreign origin but are capable of minimally communicating with others; (b) they lack relationships with adults in their new environment; (c) they are the first generation in their family to have access to university; and (d) they do not start from an extreme level of vulnerability that requires the intervention of a professional rather than a volunteer [1]. With regard to the selection of the mentors, given that the protection of young people is critical, this was carried out through an interview or questionnaire in some cases; and, if selected, an intensive training course of about ten hours was provided [1,3]. The training sessions include the treatment of the cultural diversity and social integration of adolescent immigrants, as well as the collection and exchange of previous mentoring experiences so that the participants are aware of the challenges involved.…”

“…The present study evaluates the effectiveness of the Nightingale mentoring programme in Spain, whose main objective is to promote the social, cultural and linguistic inclusion of students of immigrant origin. The project, which is part of the European-wide Nightingale Mentoring Network, was first carried out in 1997 at the University of Malmö, Sweden; since its success, it has been implemented by twenty-seven other universities in six European countries and one in Africa [ 1 ]. The programme is based on the voluntary action of university students who, during the school year, act as mentors of immigrant, refugee or irregular status children and adolescents with the aim of helping them navigate the new educational context and develop a sense of belonging that enables them to find their place within the new country.…”

“…Primary and secondary school teachers are in charge of selecting the minors who will receive mentoring. The selection criteria are that (a) they have arrived recently or are of foreign origin but are capable of minimally communicating with others; (b) they lack relationships with adults in their new environment; (c) they are the first generation in their family to have access to university; and (d) they do not start from an extreme level of vulnerability that requires the intervention of a professional rather than a volunteer [ 1 ]. With regard to the selection of the mentors, given that the protection of young people is critical, this was carried out through an interview or questionnaire in some cases; and, if selected, an intensive training course of about ten hours was provided [ 1 , 3 ].…”

“…The primary goal is to build a supportive friendly relationship that facilitates meaningful conversation. For this to happen, the volunteer students are encouraged to mention in their meetings important issues related to the future, the process of integration in the new community or the mentees’ relationship with their parents [ 1 ]. In return for being mentors, the volunteers receive between one and four ECTS (European Credit Transfer and Accumulation System) credits, depending on the university.…”