To ensure a safe and caring environment for children and youth
Education and Immigrant Girls: Building Bridges between Cultures. Potter, Julia L. (ed.) 16 page s . September 2001. English . http://www2.edc.org/WomensEquity/pdffiles/immgirls.pdf
This digest features three articles on equal education for immigrant girls. The first, "Building Bridges between Cultures," highlights discussions with experts in the field of immigrant education, examining culture, family, and school; expectations for education; overcoming cultural barriers in education; parent involvement; and equitable education. The second article, "Mentors Confirm and Enhance Girls' Lives," discusses mentoring issues for girls, particularly girls of color and immigrant girls, explaining that the most effective programs are those that consider participants' needs beyond those shared by their gender. The third article, "From Vietnam to the U.S.," presents a contemporary view of U.S. history, offering stories reflecting the personal experiences of Vietnamese girls and women who immigrated in the 1970s and 1980s.
From We to Me : A Curriculum on Working with Transitioning Youth from the Perspective of Culture. Berdie, Jane 121 page s . September 2003. English . http://basis.caliber.com/cwig/ws/library/docs/gateway/Blob/44072.pdf;jsessionid=A8AC2B7047D0184A714C08FF6BA0D7AB?rpp=10&upp=0&m=1&w=+NATIVE%28%27an%3D%27%27cd-41174%27%27%27%29&r=1
This resource provides social services trainers with four curriculum activities and participant handouts to understand youth within the context of culture and how to use the culture to motivate, provide assistance, and effectively frame interactions and interventions for youth clients. Section I, Orientation to Culture, defines and identifies cultures and cultural indicators and how culture impacts independent living skills using case studies. Section II, Talking to Youth about Culture: Ethnographic Interviewing, presents questions about behavior based on the cultural context of the client. Section III, Cultural Resources for Working with Youth, assists the social worker to create a robust network of traditional service providers. Section IV, Incorporating Cultural Issues into Working with Youth, outlines case planning, assessing progress, and developing strategies for utilizing cultural knowledge into practice using case studies as seminar discussion tools. (IP)
Group Mentoring: A Study of Mentoring Groups in Three Programs. Herrera, Carla , Vang, Zoua , Gale, Lisa Y. 75 page s . February 2002. English . http://one.center-school.org/search-document-detail.php?ID=600
This report examines the underlying premise of group mentoring, which is that volunteers who interact regularly with small groups of young people can fulfill the role of mentor by developing a number of successful and productive relationships simultaneously. Among the key findings were that: (1) the annual cost per youth in the group mentoring programs was lower than typical in one-on-one programs; (2) group rather than one-on-one programs target youth from ethnic and racial minority groups; (3) while the quality and intensity of mentor-youth relationships varied across the 3 programs, most youth did not prefer an exclusive one-on-one relationship with a mentor, and most mentors placed more emphasis on improving peer interactions; (4) reports of fighting, teasing, or excluding youth from group interactions were rare; and (5) the potential benefits of group coaching included improvements in social skills, youths' relationships with teachers, parents, and friends, and school performance. Findings suggest a number of avenues for future research, including the extent to which group situations can offer such important components of mentoring as support, guidance, and friendship.
Growing up in a New Country: A Positive Youth Development Toolkit for Working with Refugees and Immigrants. Bridging Refugee Youth and Children's Services (BRYCS) 54 page s . June 2006. English . http://www.brycs.org/documents/upload/GrowingUpInANewCountry-Web.pdf
"This "Toolkit" pulls together articles, resources and programs which can assist agencies in adopting a Positive Youth Development (PYD) approach to working with newcomer youth. Mainstream and newcomer service providers alike should benefit from these resources and examples of "promising practices" in youth programming. The Resource Charts are organized according to stages of the program development cycle, and include the following "Toolboxes": TOOLBOX #1: Background on Positive Youth Development TOOLBOX #2: Assets and Needs Assessments TOOLBOX #3: Program Planning TOOLBOX #4: Program Design 1) Leadership/Empowerment 2) Afterschool 3) Mentoring 4) Employment TOOLBOX #5: Fundraising TOOLBOX #6: Program Implementation TOOLBOX #7: Program Evaluation TOOLBOX #8: "Promising Practices" It is important to keep in mind that, although these sections are listed as discrete stages, they are actually integrated processes. For example, Program Evaluation is listed last; however, it should be integrated into Program Planning and every stage thereafter.3 The majority of the resources in this Toolkit are brief, practical, and available for free download to encourage ease of use by busy practitioners. BRYCS is providing this Toolkit to enable service providers to learn more about the Positive Youth Development approach, to develop new programs, and to enhance and sustain existing programs. Most of all, it is hoped that this effort will encourage and support the development of more effective programming for refugee and immigrant youth, so that all youth may reach their potential." - Publisher's description
Mentoring as a Family Strengthening Strategy: Policy Brief No. 4. Family Strengthening Policy Center (FSPC) 19 page s . November 2004. English . http://www.nassembly.org/fspc/documents/PolicyBriefs/Brief4.pdf
Mentoring programs are based on the idea that all children need caring adults in their lives. This brief suggests that youth mentoring that involves parents or caregivers and emerging family mentoring approaches hold significant promise for strengthening disadvantaged families with minor children.
Mentoring Immigrant and Refugee Youth: A Toolkit for Program Coordinators. MENTOR/National Mentoring Partnership 80 page s . 2007. English Spanish . http://www.mentoring.org/downloads/mentoring_1197.pdf
An addition to "How to Build a Successful Mentoring Program Using the Elements of Effective Practice" this resource offers programs essential tools to better understand and serve the unique needs, challenges, and assets of the quickly growing immigrant and refugee youth population in the United States.
Mentoring Refugee Youth. Bridging Refugee Youth and Children Services (BRYCS) 2 page s . January 2005. English . http://www.brycs.org/documents/upload/brycs-spotjan2005.pdf
This Spotlight highlights resources that can be used to develop mentoring programs for refugee youth.
Mentoring School-Age Children: Relationship Development in Community-Based and School-Based Programs. Herrera, Carla , Sipe, Cynthia L , McClanahan, Wendy S 52 page s . April 2000. English . http://www.virginiavolunteer.org/uploads/public/Resource_Library/Guides_and_Manuals/Children_and_Youth/Mentoring/Mentoring_School_Age_Children.pdf
This report explores the nature of the relationships that mentors form with children and youth in school-based and in community-based programs and suggests benchmarks that all mentoring programs can use to ensure optimal development of supportive relationships. Among the key differences between school- and community-based models are that the former tend to focus more on a youth's academic success, require a less intensive commitment from volunteers, be more successful in attracting minority volunteers, and cost less. However, both types of mentoring programs can provide settings in which mentors and youth develop close and supportive relationships.
Minnesota African Refugees and Immigrants Initiatives: Program Evaluation Report. Mbilinyi, Lyungai F. 36 page s . June 2004. English This resource may be free from your local library or purchased from the publisher.
This report presents results from the evaluation of one of MARII's programs, Student Transitional Outreach Mentoring Program (STOMP). STOMP is a mentoring program which serves 9-18 year old African youth in Northwest Hennepin County. The program consists of one-on-one mentoring, group mentoring, and after-school tutorials. Evaluation data are collected through a youth survey, collaborative survey of staff and participating agencies, and school records.
New Directions in Mentoring Refugee Youth. Bridging Refugee Youth and Children's Services (BRYCS) 3 page s . June 2010. English . http://www.brycs.org/documents/upload/BRYCS-BRIEF-Mentoring-Summer-2010.pdf
Although mentoring programs typically match youth with adult volunteers from the larger community, newer approaches to mentoring may be of special benefit to refugee youth.
People, Places and Possibilities: Integrating Mentoring and After-School. Forum for Youth Investment 8 page s . February 2006. English . http://www.forumfyi.org/node/89
This report provides information on the overlap between after-school programs and mentoring programs and inlcudes program descriptions.
Same Race and Cross Race Matching. Jacovy, Linda 36 page s . May 2002. English . http://www.nationalserviceresources.org/files/m2344-same-race-and-cross-race-matching.pdf
This report provides guidance to mentoring program administrators and staff on the complex issue of same-race and cross-race matching of mentors and youth. While there is little systematic data on the relative importance of aligning race, preliminary research suggests that the effects of race on relationships are subtle and act in combination with other factors such as gender and the mentor's interpersonal style. Mentoring practitioners get information about: (1) the arguments in support of same-race matching vs. those in support of cross-race matching; (2) program practices that address mentor-youth matching, and (3) suggested approaches for training mentors to understand diversity and respect values that are different from their own. Whether the adult mentor should be the same race as the child or youth depends on the program's missions, goals, and priorities, the preferences of the child's parent or guardian, the personal qualities of the mentor, and, most importantly, on whether the match would make a difference in what the mentoring relationship means for the individual child or youth.
The Promise and Challenge of Mentoring High-Risk Youth: Findings From the National Faith-Based Intiative. Bauldry, Shawn , Hartmann, Tracey A 47 page s . March 2004. English . http://www.aecf.org/upload/publicationfiles/171_publication.pdf
This report presents findings on faith organizations' capacity to provide effective social programming for youth at risk for involvement in crime, with a focus on mentoring programs in low-income communities. The programs, whether a collaboration of faith-based organizations or a partnership between a juvenile justice office and local congregations, successfully tailored the best practices of other mentoring programs to the needs of both mentors and high-risk youth, and their mentors could adapt their relationships with the youth to address specific needs. However, all programs had difficulty recruiting a sufficient number of mentors and maintaining the mentor-youth matches over time. The experiences of the four initiative sites supply lessons to guide other faith-based organizations.
Tools for Mentoring Adolescents. Mentoring Partnership of Minnesota page s . 2007. English . http://www.mpmn.org/ToolsforMentoringAdolescents.aspx
This resource was developed to support and strengthen relationships between mentors and mentees. The ten resources offer new ideas and insights for mentors and mentor program staff to enhance relationships with teens, and also assist in recruiting more community members to support young people during their adolescent years. Mentors of foreign-born youth will be particularly interested in the tool called Influence of Culture on Mentoring Relationships.
This report provides background on and outlines suggested activities for pre-service training of new mentors. Among the goals of pre-service training are helping prospective mentors understand the scope and limits of their new roles, develop the skills and attitudes necessary to perform well, and embrace the concept of positive youth development. Mentoring program trainers get tips on good practices for facilitating training sessions. Also contains sample handouts and evaluation forms.
Young Refugees: Setting Up Mentoring Schemes for Young Refugees in the UK. Save the Children UK 12 page s . October 2002. English . http://www.savethechildren.org.uk/en/docs/mentoring.pdf
This resource describes a 10-step plan for setting up and running a mentoring scheme for young refugees living in the United Kingdom. Youth workers, social services staff, mental health workers, teachers, voluntary agency staff, and others get: (1) background on the difficulties young refugees face in the UK, including having little or no money for social activities, living in poor housing situations, feeling socially isolated and discriminated against, not speaking English, and having difficulty gaining access to mainstream services; (2) information about the benefits of mentoring for the mentor, the mentee, and the agency running a mentoring scheme; (3) an outline of the 10-step plan that covers project planning, recruiting project workers, recruiting and inducting mentors, identifying potential mentees, matching mentors and mentees, setting goals, supporting mentors, providing advice, monitoring and evaluating the mentoring scheme, and ending mentoring relationships; (4) guidance on identifying helpful philanthropic organizations; and (5) further resources, including contact information for existing mentoring schemes in the UK and other relevant programs and agencies.
Youth Mentoring: Do Race and Ethnicity Really Matter?. Liang, Belle , West, Jennifer 28 page s . 2007. English . http://www.mentoring.org/downloads/mentoring_390.pdf
This article will summarize research on youth mentoring and aims to answer the following questions: (1) Does it matter whether mentors and mentees are matched on race and ethnicity? (2) Are same-race matches necessarily more beneficial than cross-race matches? (3) Do ethnicity and race affect the way mentors and mentees relate? (4) Are there other ways in which mentors, and mentoring programs, can foster cultural sensitivity in mentoring relationships?
"Intervention in a Vietnamese Refugee Family". In Ethnicity and Family Therapy edited by McGoldrick M., Pearce JK, Giordano J.. Lappin, Jay , Scott, Sam 483-491 page s . 1982. English This resource may be free from your local library or purchased from the publisher.
This chapter explains family therapy as a multilevel process and how adding the dimension of culture can complicate the process.
A Family Beliefs Framework for Socially and Culturally Specific Preventive Interventions With Refugee Youths and Families. Ying, Yu-Wen , Han, Meekyung 9 page s . 2006. English This resource may be free from your local library or purchased from the publisher.
This article presents data used to design a family-focused preventative intervention model for use exclusively within the social and cultural framework of refugee youth and families. This study followed members of the Bosnian refugee community in Chicago using the Coffee and Family Education and Support (CAFES) group intervention program to address parental concerns of youth underachievement and family conflict. The seven-week program covered topics such as: family and youth priorities; the adolescent in the urban setting; school life; city life; family values and beliefs; and celebration of the future.
Culturally Appropriate Mentoring for Horn of African Young People in Australia. Griffiths, Megan , Sawrikar, Pooja , Muir, Kristy 32-40 page s . 2009. English This resource may be free from your local library or purchased from the publisher.
With the number of young people from the Horn of Africa entering Australia increasing and the unique set of challenges this population faces as a result of their age, ethnicity, migration and direct/indirect trauma experience, the Australian government is using mentoring as a source of support. This paper aims to assist service providers in managing and providing culturally appropriate programs and recommends key practices and policies to further develop and strengthen services.
Development of a Mentoring Program for Chinese Immigrant Adolescents' Cultural Adjustment. Yeh, Christine J. , Ching, Alison M. , Okubu, Yuki 733-747 page s . Winter 2007. English This resource may be free from your local library or purchased from the publisher.
This article describes the development and evaluation of a mentoring program for Chinese adolescents' cultural adjustment. Twenty-three immigrant students and four high school mentors participated in this year-long study.
Facilitating Positive Development in Immigrant Youth: The Role of Mentors and Community Organizations. Roffman, Jennifer G. , Suarez-Orozco, Carola , Rhodes, Jean E. 31 page s . 2003. English This resource may be free from your local library or purchased from the publisher.
This chapter examines issues associated with immigration that may impact the development of immigrant youth from all three groups. A treatment of each specific group of origin's experience is beyond its scope. Further, while the chapter necessarily deals with the experiences of parents as well as youth, our primary focus is issues affecting the development of the children of immigration. These issues impact both first and second-generation youth who share the experience of growing up with immigrant parents. -Publisher's description
From Barrios to Yale: The Role of Parenting Strategies in Latino Families. Ceballo, Rosario 171-186 page s . 2004. English This resource may be free from your local library or purchased from the publisher.
This study investigates the role of parents and home characteristics in the academic success of Latino students from impoverished immigrant families. Ten first-generation, US-born, Latino students, the first in the family to earn a college degree, were interviewed for this study.
Here I am Now! Critical Ethnography and Community Service-Learning with Immigrant and Refugee Undergraduate Students and Youth. Shadduck-Hernandez, Janna 67-86 page s . March 2006. English This resource may be free from your local library or purchased from the publisher.
This paper examines how a multi-ethnic group of immigrant and refugee undergraduate students understood their participation in a creative community service-learning experience where they mentored neighboring urban Vietnamese and Cambodian refugee youth.
Informal Mentors and Role Models in the Lives of Urban Mexican-Origin Adolescents. Stanton-Salazar, Ricardo D. , Spina, Stephanie Urso 231-254 page s . September 2003. English This resource may be free from your local library or purchased from the publisher.
Investigates the social networks and help-seeking practices of Mexican-origin youth in San Diego, California, presenting data on adult, non-family informal mentors and role models. Data from surveys, interviews, and ethnography highlight adolescents' critical understandings of these significant figures in their lives, the rare and fortuitous nature of these relationships, and their empowering influence in the lives of urban, low income, immigrant Latino youth. (SM)
Latino(a) Students and Caucasian Mentors in a Rural After-School Program: Towards Empowering Adult-Youth Relationships. Diversi, Marcelo , Mecham, Connie 31-40 page s . January 2005. English This resource may be free from your local library or purchased from the publisher.
High rates of immigration, especially from Latin America, have created a large population of immigrant youth, many of whom are having difficulty in American schools. This project aims to assist in empowering students to find academic success and to foster a more bicultural identity. (Description summarized from source).
Mentoring as an Alternative to Therapy for Immigrant and Refugee Youth. Cole, Andrea , Blythe, Betty 149-156 page s . 2010. English This resource may be free from your local library or purchased from the publisher.
This resource explores the various mental health and psychosocial challenges refugee youth may experience upon arrival in the new host country and the innovative and effective interventions to support them.
Mutual Mentoring: Co-Narrating an Educative Friendship Between an Education Professor and an Urban Youth. Fritzberg, Gregory J. , Alemayehu, Aragaw 293-308 page s . December 2004. English This resource may be free from your local library or purchased from the publisher.
An education professor and a high school student tell the story of their mentoring relationship. The article argues that since educational achievement and attainment partly determine one’s participation in the ‘‘American Dream,’’ academic assistance and guidance provide a logical area of emphasis for mentoring youth. (Description summarized from source).
Pen Pal Journals. Winn, Sally 48-49 page s . 1998 Autumn. English This resource may be free from your local library or purchased from the publisher.
Immigrant English-as-a-Second-Language (ESL) students in secondary schools can benefit from contact with ESL college students. Their older peers can become mentors and role models, providing access to information on postsecondary education. The article explains how a pen pal project can bring these two groups together and describes how to create such a project. (SM)
Rethinking Empowerment: The Acquisition of Cultural, Linguistic, and Academic Knowledge. Zou, Yali 4-9 page s . Summer 1998. English This resource may be free from your local library or purchased from the publisher.
This article examines relationships among language and power, mentor and students, and impotence and empowerment in the context of learning to function effectively in U.S. society as an immigrant and nonnative English speaker. (SM)
Social Work Practice with Refugee and Immigrant Youth in the United States. Delgado, Melvin , Rohani, Mojdeh , Jones, Kay 290 page s . 2005. English This resource may be free from your local library or purchased from the publisher.
This book provides an overview of the experiences of young immigrants and refugees when they resettle in the United States, with emphasis on a youth development paradigm to guide effective interventions. Social workers get information on: (1) demographic trends and issues involving newcomers, including undocumented status, consequences of deportation, and urban resettlement for newcomers; (2) legal status and entitlements; (3) specific challenges faced by newcomer teens related to such factors as country of origin, trauma experience, family and peer relationships, ethnic identity formation, education, health, and religion as well as cultural and language barriers; (4) best practice principles with immigrant and refugee adolescents, including enhancement of adult caring relationships with newcomer youth, successful brokering between parental and peer influences, and social navigational skills that build on youth competencies; (5) elaboration of the culturally competent framework to guide intervention; (6) specific youth development interventions, including mentoring, community service, sports, communication, leadership development, visual and performing arts programs, and advocacy; and (7) challenges to the paradigm, including value conflicts and mixed versus single-gender or group-specific programs.
Vietnamese-Australian Grandparenthood: The Changing Roles and Psychological Well-being. Liamputtong Rice, Pranee , Vo-Thanh-Xuan, James 265-288 page s . 2000. English This resource may be free from your local library or purchased from the publisher.
This study attempts to understand the Vietnamese-Australian grandparenthood and their changing roles and psychological well-being. Findings reveal that Vietnamese grandparents assist parents by playing many important roles such as family historian, role model, and mentor, and creating a bridge with grandchildren. To be able to assume these roles grandparents need to actively explore and accept new values and to adapt values to new cultural context which can then positively influence life satisfaction and psychological well-being. (Description summarized from source).