Jones Kristian, Parra-Cardona Ruben, Sánchez Bernadette, Vohra-Gupta Shetal, Franklin Cynthia
School of Social Work, University of Washington, 4101 15th Ave NE, Seattle, WA 98105 USA.
Steve Hicks School of Social Work, University of Texas at Austin, 1925 San Jacinto Blvd, Austin, TX 78712 USA.
Child Youth Care Forum. 2022 Nov 15:1-21. doi: 10.1007/s10566-022-09720-x.
Community-based youth mentoring programs are popular interventions that serve a large number of Black youths throughout the country. Interestingly, the majority of mentors who volunteer their time for mentoring organizations identify as non-Hispanic White. This study examines how White mentors address topics acknowledging ethnic/racial identity and issues centered around social justice and recognize their own privileges when mentoring Black youth in community-based youth mentoring programs.
The aims of the current study were to examine: (a) whether and how White volunteer mentors address ethnic/racial identity, racial socialization, and oppression in the mentoring relationship and (b) how White mentors' awareness of their own positionality and privilege impacted how they addressed ethnic/racial identity, racial socialization, and oppression in the mentoring relationship with Black youth.
Utilizing a constructivist grounded theory approach, in-depth semi-structured interviews were conducted with 26 current and former mentors from six different Big Brothers Big Sisters community-based mentoring programs across the United States.
Findings reveal that some mentors felt uncomfortable discussing issues centered around race and others do not think it is relevant at all. Further, findings demonstrated that mentoring Black youth significantly impacts mentors' perceived awareness of social issues and acknowledgment of privileges they hold.
Current findings highlight the need for youth mentoring programs to provide training and resources to help White mentors discuss implications of race and broader social justice issues with the Black youth they mentor.
基于社区的青年辅导项目是广受欢迎的干预措施，为全国大量黑人青年提供服务。有趣的是，大多数为辅导组织自愿贡献时间的辅导员是非西班牙裔白人。本研究探讨了白人辅导员在基于社区的青年辅导项目中辅导黑人青年时，如何处理涉及种族/民族身份认同的话题、围绕社会正义的问题，以及如何认识到自己的特权。
本研究的目的是考察：（a）白人志愿辅导员是否以及如何在辅导关系中处理种族/民族身份认同、种族社会化和压迫问题；（b）白人辅导员对自己的地位和特权的认识如何影响他们在与黑人青年的辅导关系中处理种族/民族身份认同、种族社会化和压迫问题的方式。
采用建构主义扎根理论方法，对来自美国六个不同的“大哥哥大姐姐”社区辅导项目的26名现任和前任辅导员进行了深入的半结构化访谈。
研究结果显示，一些辅导员在讨论围绕种族的问题时感到不自在，而另一些人则认为这根本无关紧要。此外，研究结果表明，辅导黑人青年会显著影响辅导员对社会问题的感知意识以及对自身所拥有特权的认知。
当前研究结果凸显了青年辅导项目需要提供培训和资源，以帮助白人辅导员与他们所辅导的黑人青年讨论种族问题的影响以及更广泛的社会正义问题。
