The Experience of Absorption of New Immigrant Adolescents in the Digital Age, as Perceived by Mentors Who Work With Them From a Social-Emotional Point of View

Abstract

Immigration of adolescents involves multiple, many-faceted changes. This study examined the experience of absorption of adolescents in Israel, in the digital age, through the eyes of mentors who work with them, from the mentors’ social-emotional perspective of themselves and of their students. In this mixed-method study, 122 mentors completed questionnaires with closed and open-ended questions, and wrote extensively about their difficulties. The findings show that most mentors (66%) worked hard to make their students part of the social fabric. Some of the mentors (34%) encountered problems resulting from misunderstandings and poor communication because of language difficulties and lack of control over pragmatic aspects in a sociocultural context. They strove to raise social awareness in the adolescents through observation, and to provide tools for reading and responding to behaviors, all the while encouraging social involvement. Mentors thought that digital environments helped them and the adolescents in their coping. Thanks to digital environments, especially smartphones, adolescents were able to blend into their new environment. Translation, databases, numerous applications, and groups on social networks respond to their needs and help with difficulties they encounter in real time, creating a sense of social connection and belonging.

The Experience of the Mentoring Process and the Sense of Self-Efficacy, Difficulty, and Satisfaction of Mentors Working With Immigrant Youths in the Shadow of the Coronavirus

“…Mentoring includes interpersonal processes, trust, empathy, empowerment, critical thinking skills, reflexivity, and listening. Different conceptions of mentoring guide the role and behaviors required to build the reciprocal relationship between mentor and mentee (Orland-Barak & Wang, 2015;Barnett & Friedrichsen, 2015;Zilka, 2014Zilka, , 2018cZilka, , 2021bZilka, , 2022. Daloz (1987) argued that the role of the mentor is holistic; the mentor must be involved in the mentee's life and attentive to it, working with the mentee to create a work plan that meets the mentee's needs and concerns.…”

“…About half the mentors felt that they had helped their students in various areas, such as subject knowledge, getting acquainted with school culture, and fostering a sense of belonging. Compared to the studies conducted before the COVID-19 epidemic (Zilka, 2017b(Zilka, , 2018c(Zilka, , 2021b(Zilka, , 2022, during this period more time was allocated for tutoring, the students were more available because the studies for all students were disrupted, therefore the mentors felt that they developed a strong bond with the students. The COVID-19 period raised challenges that required special attention.…”