1. Coming Together Across Cultures: Intentional Relationship Building August 3, 2011 Quality in Action

2. Webinar Logistics Asking Questions & Sharing Comments During the Webinar “Raise your hand” & MPM Organizers will unmute you Or, type questions (and comments) in the question/answer section and submit; we will respond directly to you or possibly share your question with all attendees When unmuted, please monitor your background noise Courtney Erickson AmeriCorps Technical Assistance & Training Specialist Recordings of past webinars are available on our YouTube Channel.

3. Elements of Effective Practice Standard: Train prospective mentors in the basic knowledge and skills needed to build an effective mentoring relationship. Benchmarks B.3.1 Program provides a minimum of two hours of pre-match, in-person training. B.3.2 Mentor training includes the follow topics, at a minimum: program rules; mentor’s goals & expectations; mentor’s obligations & rules; relationship development & maintenance; ethical issues that may arise related to the mentoring relationship; effective closure of the mentoring relationship; sources of assistance available to support mentors. Enhancements E.3.3 Program addresses the following developmental topics in the training: youth development process; cultural, gender, economic issues; opportunities & challenges related to mentoring specific populations of children

4. Our Panelist Sarah Kremer Program Director, Friends for Youth

5. Coming Together Across Cultures: Intentional Relationship Building Transforming lives through the power of mentoring Sarah E. Kremer, ATR-BC Program Director Friends for Youth’s Mentoring Institute

6. 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

7. Research 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

8. Research 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

9. Research 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

10. Research: Recommendations 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

11. Research: Recommendations “…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

12. 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

14. Agency

15. Two Truths

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

18. Creating the Foundation Tear all paper into tiny pieces and leave in pile

19. Self Awareness: Select Pot Self Assessment: Promoting Cultural Diversity and Cultural Competency from National Center for Cultural Competence (Goode, 2009 revised) Select A, B, or C for each item A = Frequently or applies to great deal B = Occasionally or applies moderately C = Rarely/never or applies minimally/not at all

20. Cultural awareness Cultural Iceberg Change

22. Parts of self that are difficult to change Test Yourself for Hidden Bias Change (add rocks)

23. Connecting with Others Definition/understanding of mentoring (collectivism vs. individualism perspective) Specific tools to use with youth TT: What’s a Teacher To Do TT: Mutual Learning Through Conversation MPM: Influence of Culture on Mentoring Relationships WB: EnCountering Stereotypes Friends for Youth’s Mentoring Journal: Multiple Identities (add soil)

24. Obstacles in Connecting with Youth Existing family dynamics/systems Educational expectations Languages spoken Level of gang involvement History of trauma Common stereotypes

25. Solutions to Obstacles Work on yourself Work on your program’s approach Connect with other community groups Faith-based Ethnic/ nationality Conflict Resolution Centers Know your mentees Train your mentors Promote being open to understanding how culture impacts other issues and situations

26. Practice 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 prefer Advantages of cross-race matches Opportunity to expand world views and to break down stigmas and prejudices Matching youth right away vs. waiting for specific match Ask mentors, mentees and parents: “Would you feel comfortable with someone who is of different race/ethnicity than you?” North & Sherk, 2000

27. Practice: Recommendations GENDER Most programs don’t cross-gender match LANGUAGE Most program match entors and mentees whospeak the same language GEOGRAPHIC PROXIMITY Ensure they live close enough to allowfrequent contact MUTUAL INTERESTS When possible, match by interest “CHEMISTRY” Program staff – as catalyst – get to know personalities involved ENVIRONMENT Every match is between mentee’s “total environment” andmentor’s “total environment” family situation,living situation, work demands, neighborhood and community North & Sherk, 2000

28. Intentional Relationship Building(plant seeds) EquanimityMeditationKelly McGonigal, Ph.D.Stanford University

29. Professional Small groups of 3 or 4 Identify current or past challenges and successes related to culture in work setting Cultural Competence Checklist Achieving Cultural Competence Guidebook

30. Nurturing(add water) Commitments: Identify 1 or 2 new approaches or new thinking you agree to implement now

31. Questions?

33. Language and Culture Worldwide: The Cultural Iceberg

34. Mentoring Partnership of Minnesota: Tools for Mentoring Adolescents, #7: The Influence of Culture on the Mentoring Relationship http://www.mpmn.org/Files/TMA-7Culture2.pdf

35. Teaching Tolerance: Test Yourself for Hidden Bias, What’s A Teacher To Do?, Mutual Learning through Conversation

36. WorldBridges: EnCountering Stereotypeshttp://world-bridges.org/

37. Friends for Youth’s Mentoring Institute: Mentoring Journal Multiple Identities activity http://www.friendsforyouth.org/MentorJournal.html

38. American Speech-Language-Hearing Association: Cultural Competence Checklist Policies and Procedures

40. Gaddis, S.M. (2011). What's in a Relationship? An Examination of Social Capital, Race, and Class in Mentoring Relationships. UNC at Chapel Hill.

41. 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.

42. Jucovy, L. (2002) Same-Race and Cross-Race Matching (Technical Assistance Packet #7) Public/Private Ventures and Northwest Regional Educational Laboratory/National Mentoring Center. www.ppv.org/ppv/publications/assets/26_publication.pdf

43. Marshall, D. & Shaver, K. (2010). Culture, Context, and Innovation: A Kiwi Canuck Perspective. In Karcher, M. & Nakkula, M. (Eds.) New Directions for Youth Development: Theory, Practice, Research. San Francisco: Jossey-Bass.

44. North, D. & Sherk, J.(2000) Creating and Sustaining A Winning Match. Center for Applied Research Solutions. http://carsmentoring.org/publications/listing.php?publication_id=152

46. Culturally Smart Relationships Training from MPM for mentors on how to be smart about addressing the issue of cultural, race, socio-economic status with mentees Usually added on to our Maximize Your Impact Training Contact the Training Institute if you are interested in having this training delivered to your program

47. Resources EdChangeA collaborative effort that provides resources to encourage cultural competency in schools. YWCALocally, the YWCA provides trainings and forums on addressing racism in our community. Mentoring Immigrant & Refugee Youth A toolkit for programs from MENTOR.

48. Other Resources This presentation & otherswww.slideshare.net/traininginstitute MPM Trainingwww.mpmn.org/traininginstitute Web sites & PDFswww.delicious.com/traininginstitute

49. Next Quality In Action Webinar A mention of youth mentoring brings to mind powerful and often poignant stories of how a committed and concerned adult came along at just the right time and made all the difference in the life of a young person. But what happens when mentoring relationships do not go well? Join Dr. Renée Spencer as she reviews research on the frequency and reasons behind failed mentoring relationships, including new data from a longitudinal study she led and from a chapter she authored for the second edition of the Handbook of Youth Mentoring (not yet published). Participate in this webinar to get a sneak peek of Dr. Spencer's keynote! September 6- Why Youth Mentoring Relationships End Featured panelist: Dr. Renée Spencer, Associate Professor at Boston University School of Social Work