Teaching them, teaching me: youth conceptualize benefits of being a mentor in an indigenous high school peer mentoring program

Coyne-Foresi, Melissa; Crooks, Claire V.; Chiodo, Debbie; Nowicki, Elizabeth; Dare, Lynn

doi:10.1080/13611267.2019.1675851

Cited by 11 publications

(28 citation statements)

References 21 publications

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“…These include the community concerns, "sensitizing experiences" or the desire to develop sentiments of belongingness that led many interviewees to approach mentoring. Additionally, in concert with previous research (e.g., Coyne-Foresi et al, 2019;McGill, 2012;Meltzer & Saunders, 2020), the study further evidenced that mentoring often impacts other personal relationships in the mentors' lives. The evidence about these emerging themes is surely informative as regards the collective narratives around mentoring in this specific research setting or, possibly, even the backgrounds of the pool of mentors most drawn to this particular program.…”

Section: Contributions To Researchsupporting

confidence: 85%

Examining holistically the experiences of mentors in school‐based programs: A logic analysis

Bufali

Connelly

Morton

2023

Journal Community Psychology

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The article presents a Logic Analysis of the Scottish MCR ("Motivation, Commitment and Resilience") Pathways school-based mentoring scheme. MCR Pathways provides vulnerable secondary school students with one-toone support, helping them realize their full potential through education. The perceptions of 12 mentors were explored through interviews, thematically analyzed and mapped to derive the program's Theory of Change as regards the volunteers themselves. This model was then assessed against the evidence base yielded from prior studies. The evaluation highlighted a mismatch between mentors' outcome expectations and what they actually gained from the experience. Furthermore, some themes (e.g., being driven by community concerns) turned out to be more prominent in the context of this specific scheme than in the wider literature, as opposed to other ones (e.g., developing friendships). The study generates insights into the ways to attract and retain growing numbers of volunteers, as well as to advance scientific knowledge.

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Section: Contributions To Researchsupporting

confidence: 85%

Examining holistically the experiences of mentors in school‐based programs: A logic analysis

Bufali

Connelly

Morton

2023

Journal Community Psychology

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“…Perspectives of various community members were included: parents, carers and Aboriginal assistant teachers [ 45 ], Indigenous program facilitators [ 40 ], Young Adult Health Leaders [ 42 ], and community Elders [ 43 ]. Three programs were implemented nationally [ 38 , 39 , 41 , 42 , 44 ], while the other programs targeted specific local Indigenous communities [ 40 , 43 , 45 ]. Four programs were designed around mentoring within school-based contexts [ 38 , 39 , 44 , 45 ].…”

Section: Resultsmentioning

confidence: 99%

Factors that sustain indigenous youth mentoring programs: a qualitative systematic review

et al. 2023

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Background Indigenous youth worldwide continue to experience disproportional rates of poorer mental health and well-being compared to non-Indigenous youth. Mentoring has been known to establish favorable outcomes in many areas of health but is still in its early phases of research within Indigenous contexts. This paper explores the barriers and facilitators of Indigenous youth mentoring programs to improve mental health outcomes and provides evidence for governments’ response to the United Nations Declaration on the Rights of Indigenous Peoples. Methods A systematic search for published studies was conducted on PubMed, Embase, Scopus, CINAHL, and grey literature through Trove, OpenGrey, Indigenous HealthInfoNet, and Informit Indigenous Collection. All papers included in the search were peer-reviewed and published from 2007 to 2021. The Joanna Briggs Institute approaches to critical appraisal, data extraction, data synthesis, and confidence of findings were used. Results A total of eight papers describing six mentoring programs were included in this review; six papers were from Canada, and two originated from Australia. Studies included mentor perspectives (n = 4) (incorporating views of parents, carers, Aboriginal assistant teachers, Indigenous program facilitators, young adult health leaders, and community Elders), mentee perspectives (n = 1), and both mentor and mentee perspectives (n = 3). Programs were conducted nationally (n = 3) or within specific local Indigenous communities (n = 3) with varying mentor styles and program focus. Five synthesized findings were identified from the data extraction process, each consisting of four categories. These synthesized findings were: establishing cultural relevancy, facilitating environments, building relationships, facilitating community engagement, and leadership responsibilities, which were discussed in the context of extant mentoring theoretical frameworks. Conclusion Mentoring is an appropriate strategy for improving general well-being. However, more research is needed to explore program sustainability and maintaining outcomes in the long term.

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“…Tutoring greatly benefits disadvantaged youths by providing them with a forum for developing competence and school bonding (Zand et al, 2009). Coyne-Foresi et al (2019) show that tutoring contributes positively to students' self-development, cultural connectedness and interpersonal relationships. Kram and Bragar (1992) emphasise that tutoring helps in skills development amongst mentees.…”

Section: Discussionmentioning

confidence: 99%

‘Indlela ibuzwa kwabaphambili’: Using indigenous knowledge practices to support first-year first-generation African students in their career transition to higher education

Diale

2022

AJCD

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Background: The study explored indigenous knowledge systems’ role in tutoring first-year first-generation African students (FYFGAS) transitioning from high school to higher education. During this process, tutors and students implicitly engage in indigenous knowledge systems (IKS) that allow for enculturation and holistic support for FYFGAS.Objectives: Drawing on Schlossberg’s Career Transitioning Theory as an underpinning framework, the researcher explored how FYFGAS experienced tutoring sessions as a positive conduit towards their successful transition into their first year at university, embedded in the tutor’s use of IKS processes.Method: This article adopted a phenomenological qualitative design within an interpretive paradigm. Data were collected using a semi-structured individual interview schedule with six participants who were first years and the first generation to attend universities in their families. These included four females and two males between the ages of 19 and 21 years. Five of the participants were black South Africans, and one was originally from Zimbabwe but a naturalised resident of South Africa. Data were analysed through inductive thematic analysis.Results: The findings revealed that tutors were role models to FYFGAS as they transitioned. Tutors further acted as agents of empowerment, thus fulfilling the role of change agents. Students believed that tutoring sessions promoted active learning. Through their active engagement, students developed problem-solving and knowledge-acquisition skills.Conclusion: There is a need for higher education institutions (HEIs) to build systems that embrace the diverse IKS in supporting the FYFGAS. Developing a holistic understanding of IKS and using these practices during the tutor sessions of FYFGAS will help transform HEI spaces and fully embrace diversity. This will allow these students’ career transitioning to be inclusive.Contribution: The study contributes towards guiding higher education institutions on how to embrace and support students who are the first generation in their families to attend university. It brings further insight to the university leadership on the lived experiences of these students and h ow universities can adapt their first year experience programs to be more inclusive of these students

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Teaching them, teaching me: youth conceptualize benefits of being a mentor in an indigenous high school peer mentoring program

Cited by 11 publications

References 21 publications

Examining holistically the experiences of mentors in school‐based programs: A logic analysis

Examining holistically the experiences of mentors in school‐based programs: A logic analysis

Factors that sustain indigenous youth mentoring programs: a qualitative systematic review

‘Indlela ibuzwa kwabaphambili’: Using indigenous knowledge practices to support first-year first-generation African students in their career transition to higher education

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