School of Social Work, Rutgers, The State University of New Jersey, New Brunswick, New Jersey.
Department of Psychological Sciences, Texas Tech University, Lubbock, Texas.
J Community Psychol. 2020 Sep;48(7):2309-2325. doi: 10.1002/jcop.22415. Epub 2020 Jul 15.
Mentoring provides a relational intervention that can promote positive youth development among adolescents who are involved in the juvenile justice system. The perspectives of mentors engaging these youth, particularly insights considered through a cultural humility lens, have been largely absent from the literature to date. This study examined predominately White, middle- to upper-class adult mentors' experiences mentoring racially diverse, working-class youth. Semi-structured qualitative interviews were completed with 23 mentors participating in a community-based mentoring program. Themes were derived from inductive content analysis. Emergent themes illustrative of the mentoring process included (a) establishing a connection despite differences, (b) identifying mentees' personal and environmental challenges, and (c) raising consciousness around structural issues. Despite coming from different backgrounds and experiences, mentors who worked with justice-involved adolescents were motivated to connect with their mentees. Mentors developed a greater awareness of structural challenges influencing adolescents by learning about the multifaceted experiences and needs of their mentees.
指导为参与少年司法系统的青少年提供了一种关系干预，可以促进其积极发展。迄今为止，文献中主要缺少参与这些青年的导师的观点，特别是从文化谦逊视角考虑的观点。本研究考察了主要为白人、中上层阶级成年导师指导种族多样化、工人阶级青年的经历。对参与基于社区的指导计划的 23 名导师进行了半结构化定性访谈。主题源自归纳内容分析。说明指导过程的出现主题包括：(a)尽管存在差异，但仍建立联系；(b)确定被指导者的个人和环境挑战；(c)提高对结构性问题的认识。尽管来自不同的背景和经历，与有犯罪记录的青少年一起工作的导师还是有动力与他们的被指导者建立联系。导师通过了解被指导者的多方面经历和需求，对影响青少年的结构性挑战有了更深入的认识。
