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Coming Together Across Cultures: Intentional Relationship Building August 3, 2011
Quality in Action
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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 EricksonAmeriCorps Technical Assistance & Training Specialist
Recordings of past webinars are available on our YouTube Channel.
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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
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Our Panelist
Sarah Kremer
Program Director, Friends for Youth
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Coming Together Across Cultures:
Intentional Relationship
Building
Sarah E. Kremer, ATR-BC
Program Director
Friends for Youth’s Mentoring Institute
Transforming lives through
the power of mentoring
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• Highlight activities from in-person training
• Provide resources for own trainings or workshops
• Contribute to ongoing discussion on intersection of culture and youth mentoring
Goals
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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
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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
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• 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
Research
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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 programsSanchez & Colón, 2005
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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
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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
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Two Truths and A Lie, Cultural Version
• Name
• Agency
• Two Truths
• One Lie
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Dimensions of Diversity
RACE ETHNICITY CLASS SEXUALITY GENDER LANGUAGE
ABILITY NATIONALITY AGE RELIGION ACHIEVEMENT EDUCATION
FAMILY SYSTEM
POLITICS VALUES MEDIA LEGAL STATUS
PHYSICAL/ MENTAL HEALTH
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ACTIVITYExpress thoughts/feelings that arise around:
culture, cultural diversity, multiculturalism, cultural competency
Two people will read aloud all POSITIVE papers and all NEGATIVE papers
NEGATIVEPOSITIVE
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Creating the
Foundation
Tear all paper into tiny pieces and leave in pile
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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
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Change
• Cultural awareness–Cultural Iceberg
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Change (add
rocks)
• Parts of self that are difficult to change–Test Yourself for Hidden Bias
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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)
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Obstacles in
Connecting with
Youth
• Existing family dynamics/systems• Educational expectations• Languages spoken• Level of gang involvement• History of trauma• Common stereotypes
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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
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PracticeAdvantages 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 matchAsk mentors, mentees and parents: • “Would you feel comfortable with someone who is of different
race/ethnicity than you?” North & Sherk, 2000
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Practice: RecommendationsGENDER • Most programs don’t cross-gender match
LANGUAGE • Most program match entors and mentees who speak the same language
GEOGRAPHIC PROXIMITY • Ensure they live close enough to allow frequent 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” and mentor’s “total environment”• family situation, living situation, work demands, neighborhood and community
North & Sherk, 2000
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Intentional Relationship
Building(plant seeds)
EquanimityMeditation
Kelly McGonigal, Ph.D.Stanford University
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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
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Nurturing(add water)
Commitments: Identify 1 or 2 new approaches or new thinking you agree to implement now
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Questions?
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Resources: Handouts• National Center for Cultural Competence: Self-Assessment Checklist for Personnel
Providing Services and Supports to Children with Disabilities & 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 Relationship http://www.mpmn.org/Files/TMA-7Culture2.pdf
• Teaching Tolerance: Test Yourself for Hidden Bias, What’s A Teacher To Do?, Mutual Learning through Conversation
• WorldBridges: EnCountering Stereotypes http://world-bridges.org/ • Friends for Youth’s Mentoring Institute: Mentoring Journal Multiple Identities
activity http://www.friendsforyouth.org/MentorJournal.html • American Speech-Language-Hearing Association: Cultural Competence Checklist
Policies and Procedures• US Dept HHS: Achieving Cultural Competence: Guidebook for Providers of Services
to Oder Americans and their Families
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Resources: Research & Practice• Barajas, J. (2005) Mentoring Lesbian, Gay, Bisexual, and Transgender Youth. Center
for Applied Research Solutions. http://www.carsmentoring.org/publications/listing.php?publication_id=157
• Gaddis, S.M. (2011). What's in a Relationship? An Examination of Social Capital, Race, and Class in Mentoring Relationships. 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 Educational Laboratory/National Mentoring Center. www.ppv.org/ppv/publications/assets/26_publication.pdf
• 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.
• 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
• Sanchez, B & Colon, Y. (2005). Race, Ethnicity, and Culture in Mentoring Relationships. In DuBois, D. & Karcher, M. (Eds.) Handbook on Youth Mentoring. Thousand Oaks: Sage Publications.
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www.mentoringinstitute.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
Thank you!
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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
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Resources
Mentoring Immigrant & Refugee Youth A toolkit for programs from MENTOR.
EdChange A collaborative effort that provides resources to encourage cultural competency in schools.
YWCA Locally, the YWCA provides trainings and forums on addressing racism in our community.
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Other Resources
This presentation & others www.slideshare.net/traininginstitute
MPM Training www.mpmn.org/traininginstitute
Web sites & PDFs www.delicious.com/traininginstitute
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Next Quality In Action Webinar
Featured panelist: Dr. Renée Spencer, Associate Professor at Boston University School of Social Work
September 6- Why Youth Mentoring Relationships End
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!