Coming Together Across Cultures: Intentional Relationship Building

Coming Together Across Cultures: Intentional Relationship Transforming lives through the power of mentoring BuildingFriends for Youth’s Mentoring Institute July 2011 Webinar

•  All attendees muted for best sound•  Type questions and comments in the question box; responses will either be direct to you or shared with all attendees•  “Raise your hand” to be unmuted at end to ask question live during webinar •  Works best for telephone or headset-to-computer connections •  Please monitor background noise

Link to slides and recording of webinar will be posted to h5p://www.friendsforyouth.org/Webinars.html Resource links and brief survey included in follow‐up email

Goals•  Highlight activities from in-person training•  Provide resources for own trainings or workshops•  Contribute to ongoing discussion on intersection of culture and youth mentoring

In-Person Training Agenda•  Start Where You Are•  Personal –  Creating the Foundation –  Self Awareness –  Change –  Connecting with Others –  Intentional Relationship Building•  Professional•  Nurturing Seeds of Diversity

Two Truths and A Lie, Cultural Version •  Name •  Agency •  Two Truths •  One Lie

Dimensions of Diversity RACE ETHNICITY CLASS SEXUALITY GENDER LANGUAGE ABILITY NATIONALITY AGE RELIGION ACHIEVEMENT EDUCATION FAMILY POLITICS VALUES MEDIA LEGAL PHYSICAL/ SYSTEM STATUS MENTAL HEALTH

ACTIVITYExpress thoughts/feelings that arise around: culture, cultural diversity, multiculturalism, cultural competency NEGATIVE POSITIVE Two people will read aloud all POSITIVE papers and all NEGATIVE papers

!!""#$%%&&&()*+,)+-)*./,(",0-/12%/,(",0)(34/-5-0+66 6

•  Same-race matches have not “received consistent support from studies to date” and results are mixed•  “Similarity in experiences and interests may be an equally or even more important matching criteria”•  In naturally occurring mentoring relationships with urban, Latino, and African American youth, most mentors are same race/ethnicity•  But most racial minority youth are matched with White mentors in formal programs•  Factors to consider: Stereotype threats, cultural values (collectivism vs. individualism) Sanchez & Colón, 2005

•  Evidence “overwhelmingly in support of ‘no more than skin-deep’ hypothesis” Haddad, Chen, Greenberger, 2011•  “It matters when it matters.”•  Matching by demographic similarities under some conditions: when it is important to youth –  Relevant to where they are –  Important to identity •  Working out cultural identity •  Taking pride in cultural identity Powers, 2011

•  Quantitative study: potential effects of social class differences•  Factors make a difference –  Amount of time in relationship –  Level of trust•  Same race matching –  Good for general support and assistance –  May matter in early phases•  Distinctly different matching –  Good for expanding social network, knowledge, opportunities –  Does not have negative impact in long term –  Social class differences have no significant effect Gaddis, 2011

•  Consider role of race/ethnicity/culture•  Do not match pairs on race/ethnicity only•  Use assessments of cultural factors to target support•  Provide cultural competency training to mentors•  Utilize natural support systems for youth•  Consider developing culturally specific mentoring programs Sanchez & Colón, 2005

•  “…Need to be flexible and listen more closely to experiences of indigenous peoples and diverse populations to ensure programming is responsive to their unique needs.” Marshall & Shaver, 2010

Advantages of same-race matches•  Potential to create clear pictures of positive values and role behaviors•  Offer a built-in “comfort zone” that facilitates the relationship’s development•  Mentees and their parents/guardians preferAdvantages of cross-race matches•  Opportunity to expand world views and to break down stigmas and prejudices•  Matching youth right away vs. waiting for specific matchAsk mentors, mentees and parents:•  “Would you feel comfortable with someone who is of different race/ethnicity than you?” North & Sherk, 2000

GENDER•  Most programs don’t cross-gender matchLANGUAGE•  Most program match entors and mentees who speak the same languageGEOGRAPHIC PROXIMITY•  Ensure they live close enough to allow frequent contactMUTUAL INTERESTS•  When possible, match by interest“CHEMISTRY”•  Program staff – as catalyst – get to know personalities involvedENVIRONMENT•  Every match is between mentee’s “total environment” and mentor’s “total environment”•  family situation, living situation, work demands, neighborhood and community North & Sherk, 2000

Resources: Handouts•  NaGonal Center for Cultural Competence: Self‐Assessment Checklist for Personnel Providing Services and Supports to Children with DisabiliGes & Special Health Needs and their Families •  Language and Culture Worldwide: The Cultural Iceberg •  Mentoring Partnership of Minnesota: Tools for Mentoring Adolescents, #7: The Inﬂuence of Culture on the Mentoring RelaGonship hWp://www.mpmn.org/Files/TMA‐7Culture2.pdf •  Teaching Tolerance: Test Yourself for Hidden Bias, What’s A Teacher To Do?, Mutual Learning through ConversaGon •  WorldBridges: EnCountering Stereotypes h5p://world‐bridges.org/ •  Friends for Youth’s Mentoring InsGtute: Mentoring Journal MulGple IdenGGes acGvity h5p://www.friendsforyouth.org/MentorJournal.html •  American Speech‐Language‐Hearing AssociaGon: Cultural Competence Checklist Policies and Procedures •  US Dept HHS: Achieving Cultural Competence: Guidebook for Providers of Services to Oder Americans and their Families

Resources: Research & Practice•  Barajas, J. (2005) Mentoring Lesbian, Gay, Bisexual, and Transgender Youth. Center for Applied Research SoluGons. hWp://www.carsmentoring.org/publicaGons/lisGng.php?publicaGon_id=157 •  Gaddis, S.M. (2011). Whats in a Rela7onship? An Examina7on of Social Capital, Race, and Class in Mentoring Rela7onships. UNC at Chapel Hill. •  Haddad, E., Chen, C., & Greenberger, E. (2011). The Role of Important Non‐Parental Adults (VIPs) in the Lives of Older Adolescents: A Comparison of Three Ethnic Groups. Journal of Youth Adolescence. 40:310‐319. •  Jucovy, L. (2002) Same‐Race and Cross‐Race Matching (Technical Assistance Packet #7) Public/Private Ventures and Northwest Regional EducaGonal Laboratory/ NaGonal Mentoring Center. www.ppv.org/ppv/publicaGons/assets/26_publicaGon.pdf •  Marshall, D. & Shaver, K. (2010). Culture, Context, and Innova7on: A Kiwi Canuck Perspec7ve. In Karcher, M. & Nakkula, M. (Eds.) New DirecGons for Youth Development: Theory, PracGce, Research. San Francisco: Jossey‐Bass. •  North, D. & Sherk, J.(2000) CreaGng and Sustaining A Winning Match. Center for Applied Research SoluGons. hWp://carsmentoring.org/publicaGons/lisGng.php?publicaGon_id=152 •  Sanchez, B & Colon, Y. (2005). Race, Ethnicity, and Culture in Mentoring Rela7onships. In DuBois, D. & Karcher, M. (Eds.) Handbook on Youth Mentoring. Thousand Oaks: Sage PublicaGons.

Thank you!Link to slides and recording of webinar will be posted to h5p://www.friendsforyouth.org/Webinars.html Resource links and brief survey included in follow‐up email

www.mentoringinsBtute.org 650‐559‐0200 http://www.facebook.com/pages/Friends-for-Youth/ 105093182858863 http://twitter.com/friendsforyouth http://www.friendsforyouth.blogspot.com/ http://www.youtube.com/user/FriendsforYouthOrg

Coming Together Across Cultures: Intentional Relationship Building

by Friends for Youth, Inc. on Jul 25, 2011

Accessibility

Categories

Upload Details

Usage Rights

Statistics

Coming Together Across Cultures: Intentional Relationship Building — Presentation Transcript