Anderson Amy J, Sánchez Bernadette
Division of Community Health Sciences, School of Public Health, University of Illinois at Chicago, Chicago, IL, USA.
Department of Educational Psychology, University of Illinois at Chicago, Chicago, IL, USA.
Am J Community Psychol. 2022 Mar;69(1-2):3-17. doi: 10.1002/ajcp.12541. Epub 2021 Aug 1.
Mentor training on cultural humility is an area of needed support in formal youth mentoring relationships. This pilot study used an experimental design to examine the role of a social justice and race equity training on volunteer mentors' cognitive and affective outcomes related to cultural humility in mentoring. The sample included 99 volunteer mentors paired with adolescent mentees in an established formal mentoring program. Mentors predominantly identified as White (89%), and the majority (72%) were paired with youth of color. Participants were randomly assigned to either the training or control condition. Findings from intention-to-treat analyses indicated that training group participants (n = 49) exhibited greater increases in self-efficacy to provide racial/ethnic support over time than participants in the control group (n = 50). As-treated analyses indicated that training attendees (n = 23) exhibited greater increases in self-efficacy to provide racial/ethnic support over time than participants who did not attend the training (n = 76). Results indicated no significant changes over time in participants' training content knowledge, awareness of racial privilege, ethnocultural empathy, or social justice interest and behavioral intentions. Analyses also indicated an attendance bias within the training condition, such that mentors who attended the training reported significantly more awareness of racial privilege, social justice interest, and social justice behavioral intentions compared to training condition mentors who were invited but did not attend the training. Implications for training volunteer mentors within formal mentoring programs are discussed.
针对文化谦逊的导师培训是正式青年指导关系中需要支持的一个领域。这项试点研究采用实验设计，以检验社会正义和种族平等培训对志愿者导师在指导中与文化谦逊相关的认知和情感结果的作用。样本包括99名在既定正式指导项目中与青少年 mentees 配对的志愿者导师。导师主要为白人（89%），大多数（72%）与有色人种青年配对。参与者被随机分配到培训组或对照组。意向性分析结果表明，随着时间的推移，培训组参与者（n = 49）在提供种族/族裔支持方面的自我效能感比对照组参与者（n = 50）有更大的提高。实际治疗分析表明，随着时间的推移，参加培训的参与者（n = 23）在提供种族/族裔支持方面的自我效能感比未参加培训的参与者（n = 76）有更大的提高。结果表明，参与者的培训内容知识、种族特权意识、民族文化同理心、社会正义兴趣和行为意图随时间没有显著变化。分析还表明培训组存在出勤偏差，即与被邀请但未参加培训的培训组导师相比，参加培训的导师报告的种族特权意识、社会正义兴趣和社会正义行为意图明显更多。讨论了在正式指导项目中培训志愿者导师的意义。
