Benefits Derived by College Students from Mentoring At‐Risk Youth in a Service‐Learning Course

Abstract

Service learning is increasingly being used as a pedagogical strategy for promoting the development of civic-mindedness among university students. Despite the use of this strategy, little is known about the benefits derived from specific types of service-learning experiences. Additionally, few notable studies have examined the unique outcomes experienced by mentors of at-risk youth. Therefore, this study examines the civic-related benefits that college students derive from mentoring at-risk youth within a structured, service-learning course. A series of linear regression models were estimated to determine if there were significant post-intervention differences between the treatment and comparison condition for the variables of interest, after adjusting for key background factors and pre-intervention levels of all variables. The results indicated that, in comparison to college students who did not participate in the course (n = 258), college student in Campus Corps, a youth mentoring program, (n = 390) had significantly higher scores at post-intervention regarding mentors' civic attitudes, community service self-efficacy, self-esteem, interpersonal and problem solving skills, political awareness, and civic action. Findings hold important implications for youth mentoring programs and future research.

Time-Limited, Structured Youth Mentoring and Adolescent Problem Behaviors

“…Campus Corps’ mentors are undergraduate university students enrolled in a 3-credit service-learning course which includes mentor training, live supervision, and ongoing support (cf. Weiler, Haddock, Zimmerman, Krafchick, Henry, & Rudisill, 2013). …”

“…Each mentor-mentee relationship is a part of a Mentor Family (i.e., small groups of 4 mentor-mentee pairs) nested within the larger mentoring community which is further supervised and supported by Mentor Coaches (i.e., experienced youth mentors) and family therapist instructors (i.e., graduate students trained in systemic thinking and therapeutic interventions who oversee the mentoring community and service-learning course) (Weiler et al, 2013). Added benefits may occur as a result of combining one-on-one mentoring within a structured group setting (e.g., Deutsch, Wiggins, Henneberger, & Lawrence, 2013).…”

A Comprehensive Model of Mentor Experiences: Perceptions, Strategies, and Outcomes

“…Mentors are recruited from a variety of majors and represent a diverse compilation of students. Mentors participate in 3 weeks of mentor training and are fully supported and supervised throughout a three‐credit service‐learning course (see Weiler et al., for details). For example, daily activities for mentor–mentee pairs are structured, which allows mentors to focus on building and strengthening their relationships.…”

Service-Learning and Project TALIS. Pedagogy and Teaching Destined to Mutual Understanding

“…SL provides opportunities for students to "come out" to their community environment and "research" what the current needs are (Rodríguez Gallego, 2014;Weiler, Haddock, Zimmerman, Krafchick, Henry, & Rudisill, 2013). This scenario favours a definite and unequivocal involvement of students in the analysis of social reality.…”