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Using Research to Foster College Women’s Community Engagement

and Academic Service Learning: The Young Women Leaders Program

Edith “Winx” Lawrence, Nancy L. Deutsch, Joanna Lee Williams, Lauren J. Germain, Jenna H. Marshall, Afi Wiggins

Inaugural Academic SymposiumApril 14, 2011Charlottesville, VA

Youth Mentoring and College Student Community Engagement

•Popular option▫Over 4,500

programs•College students

well-suited to be mentors▫Proximity in age▫Similar issues▫Available

Concerns from Mentoring Field•Not tied to

community (Tierney & Branch, 1992)

•Different race and social class than mentees (DuBois et.al., 2002)

•Inconsistent and insensitive mentoring can have negative effect on mentees (Rhodes, 2002; Spencer, 2007)

Young Women Leaders Program

•Uses an academic service-learning format (Astin et al., 2000; Eyler & Giles, 1999; Rhoads, 1998)

▫Integration of knowledge and service

▫ Reflection

▫Supervision & support

Big Sister Activiti

es

Big Sister

Meeting

Mentoring Group

One-on-one

Mentoring

Class

YWLP Structure for Mentors Facilitat

or

Little Sister

Academic service-learning: Class Big sister meeting Group & one-on-one time

(6-8 pairs in a group)

YWLP Research Design

•Mixed Methods▫Pre/Post Surveys▫Observations▫Interviews

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Research Findings

1. Mentor commitment▫Community engagement format

2005-07 (n=104) 88%▫Academic service learning format

2007-09 (n=127) 95%

2. Integration of knowledge and service

▫ Course evaluations from 2008-10 (2 cohorts) Course worthwhile: 94% agreed or strongly

agreed Learned a great deal in course: 92% Program and course supported navigation

of issues related to cultural diversity: 69%

“This class is an invaluable supplement to the YWLP mentoring program. Not only do program mentors get the opportunity to interact with middle school young women on a weekly basis, but they are prepared through academic readings and study, allowing for a more effective, knowledgeable and prepared mentor role model.”

3. Navigating difference (Lee, Germain, Lawrence & Marshall, 2010)

• Study using 2005-08 sample (4 cohorts) compared mentors to college women on self-reported behavioral change (YWLP = 256; control = 261)

• Chi square test revealed mentors significantly more likely than comparison group to report positive change in ability to:

▫ Listen to people with different views than self (χ2 =25.58, df = 2, p= <.05 )

▫ Interact with people different from self (χ 2 = 23.34, df = 2, p= <.05)

▫ Support their friends (χ 2 = 8.61, df =2, p= <.05)

▫ Deal with problems (χ 2 = 5.98, df =2 , p= <.05)

• Small effect sizes (.12 to .25; Cohen 1988)

Self-Reported Tolerance

10Changes in self-reported tolerance among YWLP mentors and the comparison group. (Lee, Germain, Lawrence, & Marshall, 2010)

Qualitative analysis of 33 interviews from 2008-09

a. Over half commented on structural diversity and learning in YWLP

▫ From other mentors in group: “I learned that I can be friends with different people because all the Big Sisters are so different.”

▫ From mentee: “So that’s what I’ve learned from her-that no matter where you grow up there’s so many different types of people out there that don’t just think like I do. It opened my mind, my eyes. It was good.”

b. Program level support for intergroup contact

▫Class 36.4% (n=12)▫Big sister group 75.7% (n=25 )

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Conclusions• Academic service learning class can enhance

college students’ commitment to community service

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•Provides college students opportunities to:▫Integrate knowledge & service▫Reflect▫Receive supervision & support

And successfully navigate cultural differences

Next StepsWhat program factors promote mentor

effectiveness?▫Program Structure

ASL format Integrating knowledge & service Reflection Supervision & support

Group & one-on-one mentoring Promoting vs. inhibiting dialogue Modeling solutions

▫Training Topics (mentoring skills, cultural

competence) Format (video, web-based)

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Key Figures & Funders• Edith “Winx” Lawrence,

Director• Jennifer Merritt, Assoc.

Director• Melissa Levy, Asst. Director• Nancy Deutsch, Director of

Research• Graduate Student RA’s

▫ Lauren Germain,▫ Angela Hennberger▫ Jennifer Leyton ▫ Jenna Marshall ▫ Amanda Sovik-Johnston▫ Janelle Summerville▫ Clare Vierbuchen▫ Afi Wiggins

Sources of Funding:• US Department of Education• US Department of Justice• W.T. Grant Foundation• University of Virginia:

▫ Jefferson Public Citizens▫ Commission on the Future of

the University*▫ Vice-Provost’s for

International Programs

YWLP is sponsored by UVa’s:Women’s CenterCurry School of EducationYouth Nex