McCrary's (2020)Communities in Action: Mentoring Urban African American and Latina Adolescent Girls
Aritcle published by Dr. Donna McCrary
Abstract: Adolescence is a complicated stage of development for all youth between the ages of 12 and 20. This is particularly for girls of color. Phinney (1992) states that adolescents from ethnic groups who do not view themselves as part of the mainstream social organization will begin to form personal perceptions about themselves based on generalized ideas about ethnicity and race rather than their own individual capabilities.
McCary (2020) defines adolescence as a time when girls (in this case) experience changing cognitive abilities, physiological growth, changing expectations from family, school, community, and increasing social opportunities to show their independence. During this time, McCary (2020) summarizes young African American and Latina women's experiences to include a mandate of "learning to cope with racism, subtle and overt discrimination, and social psychological segregation. Both culture-specific and bicultural competencies are required". Consequently, McCrary (2020) adds, girls of color need places of emotional safety where they can voice their concerns, develop a self-defined concept of being a woman, and learn techniques to understand their current realities (Holcomb-McCoy, 2004).
In this research, McCrary (2020) found three themes girls struggle with; life challenges, decision-making, and self-efficacy. First, life challenges are identified in three distinct categories. They are emotional issues (anger and self-control), complexities of a family (relationships and expectations), and school (content taught, teacher's attitudes towards students, and learning styles). Second, decision-Making involves family and friends. One response to the question "What influences you most" that stood out to me was a) "My momma because she had a difficult time" and b) "my goals." These responses moved and forced me to think about the work involved in progressing when you feel like you have no one to support or guide. You still have your goals! Third, self-efficacy was explained through positive physical health and appearance, exhibits kindness and happiness, honesty and confidence, and a desire to maintain outside appearance.
Implications proposed by McCrary (2020)
Four significant ideas evolved from this study that can lead to a better understanding and practice of a community mentoring program with girls of color who live in urban settings.
1) Understand and acknowledge adolescent girls' desire to talk to a mentor in a social setting. Spencer (2007) noted the importance of open communication in the mentoring relationship to foster mentors' trust.
2) The importance of providing a social group for adolescents to discuss relevant issues with mentors was viewed as desirable by the girls. A mentor/mentee relationship evolves from stable ongoing contact that occurs over time. Pryce and Keller (2012) found that the bond was generally stronger when the mentor/mentee relationship is stable.
3) For the teens of color, a strong mentor/mentee relationship based in community settings can help adolescent girls develop a healthy ethnic identity. Though many conversations were complicated and challenging, the process enabled the girls to build personal constructs revealing a positive trajectory for developing a healthy ethnic identity, self-esteem, and in turn, self-efficacy.
4) Adolescents possess funds of knowledge, as described by Gonzles, Moll, and Amanti (2006). Funds of knowledge are examples of strengths possessed before entering the mentoring discussion groups that mentors can use to increase self-efficacy. In this study, mentors used pop culture artifacts (i.e., "Listen" music lyrics and youtube videos) known to the girls to advance the conversation.
The Bridges Lane Center understands the role of intentional community for the young women described in this research. We embrace creating programs that foster social development and using mentorship as a critical component for helping others make progress. Describe your best practices for cultivating effective mentor/mentee relationships.
References:
González, N., Moll, L. C., & Amanti, C. (Eds.). (2006). Funds of knowledge: Theorizing practices in households, communities, and classrooms. Routledge.
Phinney, J.S. (1992). The multi-group ethnic identity measure: A new scale to use with diverse groups. Journal for Adolescent Research, 7. doi: 10.1177/ 074355489272003.
Pryce, J. and Keller, T. E. (2012). An investigation of volunteer-student relationship trajectories within school-based youth mentoring programs. The Journal of Community Psychology, 40(2), pp. 228–248 DOI: 10.1002/jcop
Spencer, R. (2007). "It's not what I expected": A qualitative study of youth mentoring relationship failures. Journal of Adolescent Research, 22(4), 331–354.
