‘It’s more than just mentoring’: critical mentoring Black and Latino males from college to the community

Brooms, Derrick R.; Franklin, William; Clark, Jelisa S.; Smith, Matthew J.

doi:10.1080/13613324.2018.1538125

Cited by 16 publications

(15 citation statements)

References 28 publications

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“…Faculty members are integral to ensuring students have opportunities to develop civic leadership skills (Brooms, Franklin, Clark, & Smith, 2018; Mitchell, 2008; Mitchell et al, 2012). The faculty–student relationship is thus an important unit for analysis when considering the civic leadership development of Latinx students within CBPR projects and the benefits to faculty members who work with students.…”

Section: Methodsmentioning

confidence: 99%

Operationalizing funds of knowledge: Examining a reciprocal research relationship between a White faculty member and a Latino student.

Solodukhin¹,

Orphan²

2022

Journal of Diversity in Higher Education

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This instrumental case study explored the development of a reciprocal relationship between a White faculty member and a Latino student during a community-based research project. This case study was situated at a regional comprehensive university (RCU) with a Hispanic-Serving Institutions (HSIs) designation. Funds of nowledge (FoK) theory was used to examine the case study. The findings demonstrate the Latino student and White faculty member mutually benefitted from sharing their expertise with one another by addressing individual knowledge needs during the community-based research project. The Latino student shared his community-based expertise and FoK with the faculty member improving the project's efficacy. The faculty member supported the student's civic leadership development, acquisition of community-based research skills, and holistic well-being. Reciprocity between the participants was created through the faculty member's recognition of the student's FoK and the student's willingness to support his community and activate these FoK during the research study. We also found the institutional context encouraged the faculty member to work reciprocally with the student as the RCU had a student-centered mission. The study demonstrates how reciprocity between a White faculty member and a Latino student can encourage student civic leadership development.

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Section: Methodsmentioning

confidence: 99%

Operationalizing funds of knowledge: Examining a reciprocal research relationship between a White faculty member and a Latino student.

Solodukhin¹,

Orphan²

2022

Journal of Diversity in Higher Education

View full text Add to dashboard Cite

show abstract

“…Their research also showed, however, that students tend to make progress in areas in which they experience a sense of belonging (2018). Indeed, Brooms’ recent research showed how one of the key components of the “critical mentoring” which Black and Latino males undertook with local middle schoolers and high school students of color was using a “person first” approach which demonstrated “care for the whole person” ( 2021 , p. 210). At a deeper level, McKinney de Royston and her colleagues have shown how some Black educators create belonging through a process of “politicized caring” which intentionally seeks to “protect Black children from racialized harm” ( 2021 , p. 71).…”

Section: School Success Starts With Student–teacher Relationshipsmentioning

confidence: 99%

“…In relation to Phillippo’s work, it shows how teachers communicate early messages regarding their own trustworthiness to students, and how they ensure that these messages are empathetic and respectful. It also elaborates how educators actually communicate care and commitment to students in some cases across racial and sociocultural difference (see Brooms et al, 2021 ); A promising future direction will be how educators further incorporate their own racial awareness in their trust-building efforts – especially in the wake of the national reckoning over racial justice since the murder of George Floyd.…”

Section: Conclusion Implications and Recommendationsmentioning

confidence: 99%

A Grounded Model of How Educators Earn Students’ Trust in a High Performing U.S. Urban High School

et al. 2022

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This article presents a grounded model of how educators earn students’ trust in a high performing U.S. urban high school. This long-term anthropological project set out to understand the beliefs and practices of experienced teachers and staff members nominated by students as helping them feel like they belonged in school. Analysis of study data revealed a process of mutual discernment whereby adults and young people were reading one another as they explored the possibilities of entering into learning partnerships. For the educators, study data led us to infer that their trust building strategies were largely based on imagining the student discernment process, and responding to a set of unspoken queries about them that, over time, they seem to have learned were often on the minds of students (e.g. “Why are they here?” “How much do they respect me?”). The grounded model and practice-based evidence presented here summarize the strategies and approaches educators used to respond to these unspoken queries and communicate to students various aspects of their selves and their stance, including their motivation, empathy and respect for students, self-awareness and credibility, their professional ability, and finally, their commitment to helping students and investing emotional labor in them. Throughout, data are also presented regarding how students perceived and experienced these strategies, and ultimately how they interpreted and appraised their relationships with educators, as trusting relationships were developed.

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“…While we acknowledge variation in campuses (in terms of local context, resources, and programs), we identify such collective, focused efforts as a critical intervention that has and can continue to improve practices. For instance, establishing mentoring programs with institutional partners across secondary and postsecondary levels can reveal a breadth and depth of influence across different educational levels [15,17,35]. Establishing and sustaining a collective effort can assist in limiting some of the silos that may exist at individual campuses, which often restricts the potential scope and impact of institutional or programmatic endeavors.…”

Section: Developing Promising Practices In Times Of Challenge and Crisismentioning

confidence: 99%

Systemic Response: Developing a Strategic Response to Support Young Men of Color during COVID-19 Pandemic

et al. 2021

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The aim of this work is to provide insight into the California State University Young Men of Color Consortium (CSU YMOC), which was created to explore the unique challenges young men of color face during their postsecondary experiences, as well as advance effective approaches to better support them. Specifically, we focus on CSU Male Success Initiative programs and detail how campus partners worked collaboratively to support men of color during the previous academic year amid the COVID-19 pandemic. Given the ways that the ongoing COVID-19 pandemic disrupted education across the P-16 spectrum, the MSIs were positioned uniquely to support some of the challenges that students endured. Recent reports reveal that the pandemic has exacerbated a number of difficulties, both old and new(er), that men of color experience in their college years, from accessing and transitioning to matriculating and persisting in higher education. We provide an overview of the CSU YMOC Consortium and present details about one program element (Critical Conversations) we incorporated this year as a measure to be responsive to challenges brought on by the pandemic. Finally, partners at three institutions share reflections on how their MSI shifted their efforts to meet students’ needs and provide support.

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‘It’s more than just mentoring’: critical mentoring Black and Latino males from college to the community

Cited by 16 publications

References 28 publications

Operationalizing funds of knowledge: Examining a reciprocal research relationship between a White faculty member and a Latino student.

Operationalizing funds of knowledge: Examining a reciprocal research relationship between a White faculty member and a Latino student.

A Grounded Model of How Educators Earn Students’ Trust in a High Performing U.S. Urban High School

Systemic Response: Developing a Strategic Response to Support Young Men of Color during COVID-19 Pandemic

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