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Dynamic Duos A Case Review of Effective Mentoring Program Evaluations
Abstract
How can mentors maximize their positive relationships with “at-risk” youth? Youth mentoring program evaluations at the Boys & Girls Club of McAllen Metro (BGCMM) yield a framework that illuminates the content of relating inside mentoring relationships. The mentoring model identified is established primarily by qualitative methods with a phenomenological approach and supported by young adult alumni findings from a Harris Poll Interactive Survey. The case review of mentoring program evaluations is significant in that it fills a gap in the mentoring literature regarding the content of mentor-mentee relating. The summary of evaluation findings is also important because the inquiry occurs with 98 percent Latino youth population between the ages of 8 and 17. (The regional success of youth mentoring programs is meaningful to the nation in large part because South Texas is the one location where Latinos comprise a demographic majority). Given the academic achievement gap of Latino students, nationally with Latino high school drop-out rates approaching 50 percent and the overrepresentation of minority populations incarcerated, this simple replicable strategy for the successful mentoring program design and evaluation is timely. The interactionist sociological analysis examines what happens inside the mentor-mentee relationship as it is perceived to be impactful by the youth themselves with their definitions. The mentoring model informed by the case review is a practical tool in planning, implementing, and facilitating effective dyads between mentor and mentee that can inform mentor training and program evaluations.
... To determine the type of leadership desired, the Six Domains of Leadership Model mentions that the development of leadership skills is up until the monitoring level (Sitkin & Lind, 2006). Hence, to explore the process of leadership development skills, the coaching technique (Reagan-Porras, 2013) provides the perspective of acquiring knowledge and social skills, which also incorporates the process of legitimate peripheral participation (Lave & Wenger, 1991;Wenger, 1998;Wenger et al., 2002). ...
... Usually, coach come from a different generation than the coachee (Bickel & Brown, 2005;Chen & Krauskopf, 2013) and this does not necessarily depend on age (Harvey et al., 2009). Adult coach may not experience any problem to socialize and communicate with youths as their coachee, but they may have different interpretations during the two-way communication (Reagan-Porras, 2013). In the context of today's youth leadership development, coachee born between 1980 to 2000 are known as Generation Y or Millennial (Hershatter & Epstein, 2010), compared to the more senior coach from Generation X or Baby Boomers (Dannar, 2013). ...
... This is because, according to Kram and Ragins' (2007) coaching theory, coaching process is not static, in which it portrays different functions, experiences and forms of interaction that may be expanded in youth development. Youth potential in leadership can be amplified through developmental programmes (MacNeil, 2006;Hastings, Human & Bell, 2011;Reagan-Porras, 2013). The emphasis on reciprocal learning through coaching requires coachee to develop positive values through the roles they play in mirroring what have been done by their coach (Schwartz et al., 2013). ...
... According to Prevatt and Kelly (2003), young men continue to fail out of school in large numbers. In their seminal research on mentoring, Flaxman and Ascher (1992) presented evidence of the importance of providing mentors for young men (Komosa-Hawkins, 2009;Reagan-Porras, 2013;). Schwartz, Rhodes, Spencer and Grosman (2013) investigated the role mentors play in helping mentees feel motivated to remain in school rather than drop out. ...
... In addition, researchers established there was a connection between mentoring and academic success (Gordon et al., 2009). The dropout problem, however, has not been eliminated (Reagan-Porras, 2013). Miller, Barnes, Miller, and McKinnon (2012) proposed that more research is needed to examine programmatic aspects such as the correlation between successful mentoring and effective mentoring relationships; thus, there was a need to more fully examine mentoring. ...
... In order to reverse the high dropout rate of young men, additional supports beyond those currently used are needed (Wyatt, 2009). Rather than leaving school, adolescent Latino males need to acquire skills to help them remain in school (Reagan-Porras, 2013). The purpose of this exploratory case study was to uncover and illuminate the group processes, dynamics, and individual and collective experiences that emerged from a peer support group for academically at-risk, adolescent Latino males in an urban high school in a West Coast US state. ...
... Usually, mentors come from a different generation than the protégé (Chen & Krauskopf, 2013) and this does not necessarily depend on age (Harvey et al., 2009). Adult mentors may not experience any problem to socialize and communicate with youths as their proteges, but they may have different interpretations during the two-way communication (Reagan-Porras, 2013). In the context of today's youth leadership development, proteges born between 1980 to 2000 are known as Generation Y or Millennial (Hershatter & Epstein, 2010), compared to the more senior mentors from Generation X or Baby Boomers (Dannar, 2013). ...
... Youth potential in leadership can be amplified through developmental programmes (MacNeil, 2006;Hastings, Human, & Bell, 2011;Reagan-Porras, 2013). The emphasis on reciprocal learning through mentoring requires proteges to develop positive values through the roles they play in mirroring what have been done by their mentors. ...
... Such skills created unique experiences that fostered sense of belonging among peers and program staff. While skill building activities are not typically associated with sense of belonging, youth may feel a sense of togetherness when all youth involved in the activity are learning something new (Reagan-Porras, 2013). In addition, skill building activities may aid in reducing perfectionistic or imposter thought patterns, as program staff can normalize making mistakes throughout the learning and application process. ...
... Such inquiries should focus solely on the processes associated with mentor alliance and sense of belonging. Despite evidence supporting positive relational codes associated with mentoring alliance and sense of belonging (Lester, Goodloe, Johnson, & Deutsch, 2019;Reagan-Porras, 2013), we can only hypothesize that positive codes led to high mentoring alliance and high sense of belonging. We assumed that codes such as empathy, authenticity, acceptance, and mutuality/collaboration led to high mentoring alliance and codes such as opportunities for skill building, appropriate structure, and positive social norms led to high sense of belonging. ...
... Leadership mentoring highlights learning input on one-on-one basis, especially in the traditional mentoring ( Reagan-Porras, 2013), with the more senior and experienced individual act as the mentor who supports the protégé's career development ( Ragins & Kram, 2007).Traditional mentoring builds normative impression towards the suitable age to become a mentor and protégé, so as to ensure in-depth mentoring ( Chaudhuri & Ghosh, 2012). ...
... This mentoring process has directly developed each of the '5Cs' elements in PYD, which is demonstrated through the contribution made by the youths ( Lerner et al., 2013). Hence, to explore the process of leadership development skills, the mentoring technique ( Reagan-Porras, 2013), provides the perspective of acquiring knowledge and social skills, which also incorporates the opportunity for legitimate peripheral participation among the students and graduates ( Lave & Wenger, 1991;Wenger, 1998;Wenger et al., 2002). Through mentoring, learning happened through participation and 'the sense of becoming' involved in the continuous construction of one's identity within communities of practice. ...
... Leadership mentoring highlights learning input on one-on-one basis, especially in the traditional mentoring ( Reagan-Porras, 2013), with the more senior and experienced individual act as the mentor who supports the protégé's career development ( Ragins & Kram, 2007).Traditional mentoring builds normative impression towards the suitable age to become a mentor and protégé, so as to ensure in-depth mentoring ( Chaudhuri & Ghosh, 2012). ...
... This mentoring process has directly developed each of the '5Cs' elements in PYD, which is demonstrated through the contribution made by the youths ( Lerner et al., 2013). Hence, to explore the process of leadership development skills, the mentoring technique ( Reagan-Porras, 2013), provides the perspective of acquiring knowledge and social skills, which also incorporates the opportunity for legitimate peripheral participation among the students and graduates ( Lave & Wenger, 1991;Wenger, 1998;Wenger et al., 2002). Through mentoring, learning happened through participation and 'the sense of becoming' involved in the continuous construction of one's identity within communities of practice. ...
... Although several studies, many using quantitative data, have examined the outcomes of mentoring [9], we know little about the relational process of mentoringthat is, the nature, quality, and course of mentoring relationshipson the basis of qualitative data [17,28]. Moreover, we know little about how mentors can be present and helpful in challenging times for young women; this is one indication of a successful mentorprotégé bond [29], and more knowledge of this aspect can help inform the training of mentors [8]. Few studies have examined mentoring programs targeted specifically at female populations, and even fewer have focused on late-adolescent and emerging-adult women, among whom mental health problems increase drastically [2]. ...
... One issue in the theory is how to create the societal context within which growth-producing relationships can flourish in the manner of mutual empowerment. Reagan-Porras [29] has previously posed the question of whether mentoring programs target young people in the ways that they state are significant to them. The results of the present study indicate that adolescent and emergingadult women can establish an authentic relationship with a non-kin adult woman ten years older if the relationship is undemanding and non-judgmental on the protégé's terms. ...
Background
Mental health problems among young women aged 16–24 have increased significantly in recent decades, and interventions are called for. Mentoring is a well-established preventative/promotive intervention for developing adolescents, but we have yet to fully understand how the relationship between the mentor and the protégé forms, develops, and closes. In this study, we focused on a female mentoring program implemented by a Swedish non-governmental organization, The Girls Zone. First, we examined the psychological and social characteristics of the young women who chose to take part in the program as protégés. Second, we investigated adolescent female protégés’ own experiences of the relationship process based on a relational-cultural theory perspective.
Methods
The mixed-method study included 52 questionnaires and five semi-structured interviews with young women aged 15–26 who had contacted The Girls Zone between 2010 and 2012 in order to find a mentor. Their experience of the mentoring relationships varied in duration. Data were analysed statistically and with inductive qualitative content analysis.
Results
The group of protégés was heterogeneous in that some had poor mental health and some had good mental health. On the other hand, the group was homogenous in that all its members had shown pro-active self-care by actively seeking out the program due to experiences of loneliness and a need to meet and talk with a person who could listen to them. The relationships were initially characterized by feelings of nervousness and ambivalence. However, after some time, these developed into authentic, undemanding, non-hierarchical relationships on the protégés’ terms. The closure of relationships aroused feelings of both abandonment and developing strength.
Conclusions
Mentorships that are in line with perspectives of the relational-cultural theory meet the relationship needs expressed by the female protégés. Mentor training should focus on promoting skills such as active listening and respect for the protégé based on an engaged, empathic, and authentic approach in a non-hierarchical relationship. These insights have the potential to inform interventions in several arenas where young women create authentic relationships with older persons, such as in school, in traditional health care contexts, and in youth recreation centres.
... Generally, mentoring is a relationship between two parties, in which one party (the mentor) guides the other (the mentee) through a period of change and towards an agreed objective, or assists him or her to become acquainted with a new situation (Kay & Hinds, 2012). Furthermore, leadership mentoring highlights the learning process of a one-to-one relationship, especially in traditional mentoring (Reagan-Porras, 2013), with the more senior and experienced individual as the mentor who supports the protégé's career development (Ragins & Kram, 2007;Eller, Lev & Feurer, 2013). Chaudhuri and Ghosh (2012), assert that traditional mentoring builds normative impression towards the process in which a mentor helps a mentee through a period of change. ...
... Generally, mentoring is a relationship between two parties, in which one party (the mentor) guides the other (the mentee) through a period of change and towards an agreed objective, or assists him or her to become acquainted with a new situation (Kay & Hinds, 2012). Furthermore, leadership mentoring highlights the learning process of a one-to-one relationship, especially in traditional mentoring (Reagan-Porras, 2013), with the more senior and experienced individual as the mentor who supports the protege's career development (Eller et al, 2013;Ragins & Kram, 2007). Chaudhuri and Ghosh (2012) asserted that traditional mentoring built normative impression towards the process in which a mentor helped a mentee through a period of change. ...
One approach that promotes Positive Youth Development (PYD) among youth is being involved in leadership activities. Focusing on the mentoring process in a leadership development program serves as the foundation for cultivating these positive aspects for the young generation. The purpose of this study is to explore the character development process in promoting developmental assets through youth leadership mentoring. The study was conducted using qualitative research informed by the case study paradigm that involved 13 informants through in-depth interview, participant observation and document analysis as data collections. Empirical findings from the study show that mentoring process such as the display of prudent characteristics, integrity development and preferred leadership style among youth leaders lead to character development. In conclusion, the data indicated that mentoring clearly had the potential to constitute the process of character building among youth. This youth leadership mentoring process contributes to the development of their capabilities in leadership and enhances the implementation of effective youth leadership mentoring processes.
... Generally, mentoring is a relationship between two parties, in which one party (the mentor) guides the other (the mentee) through a period of change and towards an agreed objective, or assists him or her to become acquainted with a new situation (Kay & Hinds, 2012). Furthermore, leadership mentoring highlights the learning process of a one-to-one relationship, especially in traditional mentoring (Reagan-Porras, 2013), with the more senior and experienced individual as the mentor who supports the protege's career development (Ragins & Kram, 2007;Eller et al, 2013). Chaudhuri and Ghosh (2012), assert that traditional mentoring builds normative impression towards the process in which a mentor helps a mentee through a period of change. ...
... Generally, mentoring is a relationship between two parties, in which one party (the mentor) guides the other (the mentee) through a period of change and towards an agreed objective or assists them to become acquainted with a new situation (Kay & Hinds, 2012). Furthermore, leadership mentoring highlights the learning process of a one-to-one relationship, especially in traditional mentoring (Reagan-Porras, 2013), with the more senior and experienced individual as the mentor who supports the protégé's career development (Ragins & Kram, 2007;Eller et al, 2013). Chaudhuri and Ghosh (2012), assert that traditional mentoring builds normative impression towards the process in which a mentor helps a mentee through a period of change. ...
... Leadership mentoring highlights learning input at one-on-one basis, especially in traditional mentoring (Reagan-Porras, 2013), with the more senior and experienced individual as the mentor who supports the protégé's career development (Ragins & Kram, 2007;Eller et al, 2013). Chaudhuri and Ghosh (2012), assert that traditional mentoring builds normative impression towards the suitable age to become a mentor and protégé, so as to ensure in-depth mentoring. ...
The purpose of this study was to explore relationships between self-efficacy, interests, and choice goals for adolescent female students enrolled in a multi-phased mentoring program in Armenia. The marginalization of girls from resource-poor settings, especially in a patriarchal society such as Armenia, is significant in both the access and support networks required to obtain a college/university degree. These social and environmental obstacles can be examined through an understanding of the personal, behavioral, and environmental factors that relate to girls’ aspirations, academic, specifically math and science, and career interests, and academic career goals. The current study analyzed these relationships through a framework derived from Social Cognitive Theory and Social Cognitive Career Theory. In addition, the importance of global citizenship is addressed, as the ways in which girls understand their roles in their local and global communities. Results indicated a strong correlation between academic interests and academic goals within the general population as well as subgroupings, providing insight into how programming addressing interests and goals could create positive outcomes. The research and conclusions drawn from this study have the ability to create a widespread impact on the knowledge of the effectiveness of a multi-phased mentoring program on female self-efficacy, the relationships between self-efficacy, interests, and choice goals, the connection to global citizenship, as well as working to achieve SDG 4: quality education, 5: gender equality, and 10: reduced inequalities. Implications and recommendations are discussed.KeywordsGender equalitySDG4SDG5SDG10ArmeniaWomen’s empowermentMentorshipYouth
The transition from adolescence to adulthood can bring with it mental
health problems, resulting in reduced mental well-being among young
women and an increasing public health issue. Perceived mental health
problems can be a major obstacle to personal development and opportunities
for becoming established in society. Thus, promotive interventions are
needed.
The overall aim of this thesis was to explore women’s experience of
mentoring relationships as health promotion from the perspectives of both
parties in the dyad: the young woman transitioning from adolescence to
adulthood (the protégé), and her ten-year-older female mentor.
This thesis used a practice-based approach to investigate a group of participants
involved in a Swedish non-governmental organization, the Girls
Zone. Data collection was conducted including interviews (n = 5) and surveys
(n = 52) with female protégés, and interviews with female mentors (n
= 12). Study I explored the characteristics of the female protégés and the
development of the mentoring relationship, and used mixed methods.
Study II, which investigated mentors’ initial motives and the organizational
context which enabled the mentors’ engagement, used an explorative qualitative
method.
This thesis showed that female mentoring relationships seem to have
potential to be a health-promoting intervention. A variety of young
women were attracted to the mentoring program, and mentorships in line
with the perspectives of relational-cultural theory could meet the relationship
needs expressed by the female protégés. Further, mentors’ motivations
for engaging as mentors were linked to the fulfillment of basic psychological
needs for autonomy, competence, and relatedness, in accordance
with the perspective of self-determination theory.
Understanding the factors that contribute to high-quality mentoring relationships is critical to developing and sustaining effective mentoring programs. In study 1, sixty-three adolescent mentors, from two high schools, were surveyed four to six weeks after being matched with elementary-age mentees. Hierarchical regression models revealed that mentees’ academic and behavioral risk status, parental involvement, and program quality all explained variance in mentor-perceived relationship quality, but none remained significant predictors after mentors’ self-efficacy, motivations for self-enhancement, and assessments of their mentees’ support seeking behaviors were accounted for. Study 2 cross-validates the regression model in study 1 and examines the concurrent validity and predictive validity of a measure of mentoring match characteristics using mid-year and end-of-year assessments from mentees and mentors.
Editors’ Strategic Implications: The focus on mentors’ initial impressions of their mentees and the relationship represents a novel contribution to the study of relationship formation and persistence. The authors provide a promising strategy – and descriptions of specific measures – to help programs study relationships that endure or terminate. Coordinators will benefit from the knowledge that if mentors feel efficacious and if the mentoring relationship is strong, mentors are more likely to persist.
The popularity of mentoring programs for disadvantaged youth is on the rise, but little is known about the processes that underpin successful mentoring relationships. In-depth semistructured interviews were conducted with adolescent and adult pairs who had been in a continuous mentoring relationship for a minimum of I year Using relational theories as the guiding framework, this study examined four relational processes, which are detailed in this article: authenticity, empathy, collaboration, and companionship.
Mentoring programs pose some special challenges for quality assessment because they operate at two levels: that of the dyadic relationship and that of the program. Fully assessing the quality of youth mentoring relationships requires understanding the characteristics and processes of individual relationships, which are the point of service for mentoring. Yet we also must consider the program components that support their development. A number of factors have been indicated to contribute to quality mentoring relationships, including frequency and consistency of contact, feelings of connection between mentor and protégé, and the mentor's approach. Program features linked with quality relationships include mentor screening and training and expectations for frequency of contact. Assessing the quality of the relationship directly requires measuring both the mentor's and protégé's perceptions of important dimensions of the relationship, such as goals, engagement, and closeness. Single-point-in-time surveys or interviews, using both validated measures and open-ended questions, may be used as tools for assessing individual relationships at the conclusion of programs. Short surveys, logs, and observations may be useful for periodic or ongoing assessment of quality for support and intervention purposes. Focus groups and surveys of mentors may also provide useful information for assessing program components needed to support the development and maintenance of high quality relationships. The benefits and drawbacks of each of these methods for assessing relational quality are discussed. Mentoring programs are provided with references for specific tools that may be used to assess relational quality.