“Despite evidence that race and ethnicity plays an important role in mentoring relationships, there are limited research-based guidelines in the practice field regarding how race/ethnicity should be considered. Some of the most important resources in the field, such as Elements of Effective Practice (MENTOR/National Mentoring Partnership, 2009a), pay little attention to the role of race and ethnicity in mentoring programs (Sanchez, Colon-Torres, Feuer, Roundfield, Berardi, 2014).
This statement is the mentoring field’s call to action. While the newest edition of the Effective Elements does begin to address race and ethnicity, these nuanced issues are outside of its purview. Also, there is still a regrettable lack of information in this area, and much of it stems from a lack of critical and culturally relevant perspective, at least in documented ways, within the field. The Youth Mentoring Action Network seeks to establish a collaborative partnership and institute that will bring together mentoring researchers and practitioners to collaborate on projects, papers, training curriculum and other tools that can help make critical and culturally relevant mentoring a national and global reality. The development of this group will begin this year (2016) and will work to organize researchers, provide connections, and ultimately provide opportunities and resources for the support and promotion of this work.
We are currently seeking interest from mentoring researchers and practitioners who study and write about mentoring. After compiling a list of interested researchers, we intend to convene 1-2 meetings this year to establish a set of goals and objectives for our work. To guide our work, we have created the following guidelines for mentoring practice and research that is deemed critical and culturally relevant.
For Mentoring Practice:
-Mentoring that fully considers race, ethnicity, gender, class and sexuality when building the infrastructure for programs. Including programmatic structure, recruiting of mentors, training of mentors, support of mentoring relationships, mentoring activities and finally, target outcomes.
-Mentoring that is focused on critical consciousness and transformation rather than assimilation and adaptation
-Mentoring that places emphasis on the whole community, the whole protégé, rather than just parts of the whole
-Mentoring that includes, from its very inception, the needs of the community and the needs of the youth in the community (not about us without us)
-Mentoring that promotes and supports mentor/protégé partnerships for community transformation
For Mentoring Research:
-Mentoring research that utilizes critical frameworks; i.e. critical race theory, critical pedagogy, etc. for the analysis of mentoring relationships, mentoring outcomes, programmatic structures, and outcomes, etc.-Mentoring evaluation that moves beyond standard evaluative strategy and utilizes evaluative strategy that empowers the protégés and highlights programmatic outcomes beyond statistical ones. For example, empowerment evaluation, photovoice, etc.
-The full recognition of naturally occurring mentoring relationships as well as structures to “harness” and study them
-Challenging the mentoring meta-narrative with new and critical forms of research
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