Race, Ethnicity, and Culture in Mentoring
                    Relationships

Sánchez, Bernadette; Colón, Yarí

doi:10.4135/9781412976664.n13

Cited by 69 publications

(48 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Mentors enter their mentoring relationships with their own set of values, assumptions, and cultural frameworks, which provide mentors with a lens through which to interpret and respond to their mentee. Because many adult mentors are paired with mentees from different racial, cultural, and/or socioeconomic backgrounds, it becomes important for mentors to focus on and improve their cultural competence (Sánchez et al, 2014). The current study further supports this assertion in that we found that greater mentor cultural competence was positively associated with mentors' satisfaction with their mentoring relationship.…”

Section: Mentors' Cultural Competencesupporting

confidence: 82%

“…Many of the factors that affect mentors' satisfaction with their mentoring relationship are within the control of a mentoring organization. For example, results show the importance of developing cultural competence training for mentors (Sánchez et al, 2014). Types of training, to name just a few, are as follows: raising awareness about multiple forms of privilege; facilitating discussions on the mentor's own cultural background, values, and assumptions; and facilitating awareness training regarding cultural norms and practices of the mentees and their families, as well as societal constraints that mentees may face.…”

Section: Implications For Mentoring Practicementioning

confidence: 99%

See 1 more Smart Citation

An Ecological Perspective of Mentor Satisfaction With Their Youth Mentoring Relationships

Suffrin

Todd

Sánchez

2016

Journal Community Psychology

Self Cite

View full text Add to dashboard Cite

Research shows the benefits of mentoring in promoting positive youth development. Yet less is known about mentors and what predicts mentor satisfaction. Such knowledge is vital to understanding how to recruit and retain adult mentors for youth. Thus, in the current study, we examine mentors as embedded in a social ecology of relationships, such as relationships with their mentee, mentee's family, and mentoring organization they volunteer with. We use data from 247 mentors to test how each of these relationships (mentor with the mentee, mentee's family, and mentoring organization) independently and interactively predict mentor satisfaction. Findings indicate that all relationships are unique predictors of mentor satisfaction, and that relationships with the mentee's family and mentors’ mentoring organization interact in predicting mentor satisfaction. Overall, considering multiple relationships shows how various dimensions of the social ecology uniquely and interactively predict mentor satisfaction. Limitations and implications for mentoring practice are discussed.

show abstract

Section: Mentors' Cultural Competencesupporting

confidence: 82%

Section: Implications For Mentoring Practicementioning

confidence: 99%

An Ecological Perspective of Mentor Satisfaction With Their Youth Mentoring Relationships

Suffrin

Todd

Sánchez

2016

Journal Community Psychology

Self Cite

View full text Add to dashboard Cite

show abstract

“…One of these practices is mentor training, which typically involves initial training on expectations and responsibilities in the program. However, little is known about the role of trainings focused on cultural competence and humility, which could help mentors be better equipped to serve youth, develop relationships with them and overcome mistrust, particularly for youth who are marginalized in our society (Sánchez, Colón-Torres, Feuer, Roundfield, & Berardi, 2014).…”

Section: The Role Of Cultural Humility In Mentoringmentioning

confidence: 99%

“…Furthermore, while all mentors, no matter their background, could benefit from social justice trainings, mentors who have different identities (e.g., race, gender, socioeconomic status) from their mentees might benefit more from these trainings than those with similar identities. Adults who have a shared identity with the youth they serve may connect more easily and have some shared experiences that help them to develop their relationships with youth (Albright et al, 2017;Sánchez & Colón, 2005). Further, mentors with a marginalized identity may understand the impact of systemic racism and oppression in the lives of people of color and other marginalized groups because of their own personal experience and their group's history.…”

Section: Race Equity and Social Justice Trainingsmentioning

confidence: 99%

Supporting adults to support youth: An evaluation of two social justice trainings

Anderson

Sánchez

Meyer³

et al. 2018

Journal Community Psychology

Self Cite

View full text Add to dashboard Cite

The current research examined pre‐ and post survey data in two social justice trainings for adults who support youth, including staff and volunteers (Study 1, N = 44) at youth‐serving organizations and adults who mentor young Black men and boys (Study 2, N = 72). We investigate whether training participants’ self‐report scores of cultural competences (studies 1 and 2), self‐efficacy for race equity (Study 1) and racial self‐efficacy to support mentee (Study 2) changed between the beginning of the training and after the training. Furthermore, we examine whether the changes depend upon whether training participants share cultural background with the youth with whom they work. In Study 1, findings indicated that training participants reported significantly increased scores of cultural sensitivity and self‐efficacy for race equity. Individuals who were not first‐generation college students saw higher increases in sociopolitical awareness. In Study 2, participants reported significantly higher scores of cultural sensitivity and racial self‐efficacy to support their mentees. Furthermore, non‐Black and women participants showed greater increases in self‐efficacy than Black and male participants. These results fill a gap in the literature on the potential role of social justice trainings to increase cultural competencies among adults who work with diverse youth.

show abstract

“…Thus, we further propose that the impact of interpersonal interactions in youth programs is moderated by the nature of the relationships with individuals in the program. Ethnically and racially similar adults can play a positive role in African American youth's formation of ethnic-racial identity (28).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

The Potential for Youth Programs to Promote African American Youth's Development of Ethnic and Racial Identity

Brittian

Williams

2016

Child Dev Perspectives

View full text Add to dashboard Cite

Effective programs for youth can reduce problem behaviors and promote positive development. In particular, cultural assets (e.g., ethnic-racial identity) are important for African American youth’s health and development. In this article, we argue that youth programs represent an important social context for African American youth’s development of positive ethnic-racial identity and we present a conceptual framework for understanding how such programs may affect African American youth’s development in this area. Then we provide examples of evidence-based programs that have assessed this developmental process among African American youth. We conclude with considerations for research.

show abstract

Race, Ethnicity, and Culture in Mentoring Relationships

Cited by 69 publications

References 0 publications

An Ecological Perspective of Mentor Satisfaction With Their Youth Mentoring Relationships

An Ecological Perspective of Mentor Satisfaction With Their Youth Mentoring Relationships

Supporting adults to support youth: An evaluation of two social justice trainings

The Potential for Youth Programs to Promote African American Youth's Development of Ethnic and Racial Identity

Contact Info

Product

Resources

About