Empowering marginalized youth through a targeted, culturally congruent mentoring program
Wilson, Kimberly D.
Wilson, Kimberly D.
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Issue Date
2024
Type
Article
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Keywords
Prime Fit Youth Foundation,Developmental cascades theory,Culturally congruent mentoring
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Citation
Wilson, K. (2024). Empowering marginalized youth through a targeted, culturally congruent mentoring program. The Chronicle of Mentoring and Coaching, 8(3), 272-277. https://doi.org/10.62935/4p5cxu
Abstract
Prime Fit Youth Foundation's mentoring program, Partnership Assuring Student Success (PASS) is designed to support marginalized youth through a formal, culturally congruent framework aimed at enhancing protective factors and minimizing risk factors. This study evaluates the impact of the program on various developmental outcomes, focusing on self-efficacy, sense of school connection, use of self-regulation strategies, and academic skills in reading. Utilizing a mixed-methods approach, we collected and analyzed baseline and post-mentoring data from 120 participants, distributed across grades 2-5, with a majority being male (70%). The study's theoretical framework is grounded in developmental cascades theory, which emphasizes the cascading effects of developmental interactions across various domains. The program's dual characterization as both developmental and prescriptive allowed for a balanced approach, integrating instrumental and psychosocial mentoring to address the comprehensive needs of the mentees. The hybrid delivery model, combining one-on-one and group sessions, further enhanced the program's effectiveness. Our findings reveal significant improvements in self-efficacy, school connection, self-regulation strategy use, and academic performance. Additionally, data from the mentor-mentee closeness survey indicated strong feelings of trust and connection, which were pivotal to the program's success. This study underscores the importance of culturally congruent mentoring programs in fostering positive outcomes for marginalized youth and advocates for the continued support and expansion of such initiatives to create more inclusive and supportive educational environments.
Table of Contents
Description
This article is part of the special issue Inclusive Developmental Networks: Building Transformative Communities Through Effective Mentoring.
Publisher
The UNM Mentoring Institute
Journal
The Chronicle of Mentoring and Coaching
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Digital Collection
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Archival Collection
PubMed ID
ISSN
2372-9848