师徒关系的连锁效应:五个拉丁农村青年的跨案例分析

IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH
Robin Brandehoff
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引用次数: 0

摘要

摘要关于师徒关系的文献集中于正式的师徒关系项目,雇佣和训练有素的员工和志愿者在学校或社区网站(如大哥大姐)或较小的本地化项目中与有前途的有色人种青年一起工作;然而,这些项目在农村地区并不总是可行。这个多案例研究探讨了拉丁裔、帮派青年之间自然发生的师徒关系现象,以评估师徒关系是什么以及如何培养和维持师徒关系。该研究利用了实地记录、300小时的观察、与导师对进行的8个阶段的半结构化访谈,以及通过与社区领袖和长者进行的20次半结构化访谈确认的社区社会政治气候的书面和图像证据。根据Yosso(2005)的社区文化财富框架,该研究的发现应用了抱负、导航和弹性文化财富的元素,并由指导参与者进行了成员检查。研究结果表明,导师可以是在学员生活中拥有家庭空间的个体;而导师的行为则需要用心倾听,根据个人经历提供建议,支持被指导者“走出”家乡,即使很难听到,也要说出自己的真相。关键词:拉丁青年团伙下属青年导师案例研究披露声明作者未报告潜在利益冲突。数据可用性声明支持本研究结果的数据可应通讯作者XX的要求提供。由于限制,这些数据不公开,因为它们包含可能损害研究参与者隐私的信息。根据Taylor & Francis政策和我作为研究人员的道德义务,注1:本文采用了社区驱动的“帮派附属”定义,指的是被警察、法院和学校等权威机构标记为帮派附属的个人(青年或成人),因为他们的家庭住址和/或他们与已知帮派成员的朋友或家人有联系。被贴上“帮派成员”的标签或自我认定为“帮派成员”并不意味着该个人是活跃的帮派成员;然而,参与者表示,他们与特定群体的联系经常导致他们的社区成员,尤其是警察和学校官员的侧写,欺凌和歧视本文使用美国人口普查局提出的定义来区分“农村”与“城市”和“城市群”的术语(Citation2022)。因此,城市地区由50,000人或更多居住在该空间的人组成,“城市群”是2,500 - 50,000人的空间,而“农村”地区被划定为居住在该区域的人少于2,500人(Ratcliffe, Citation2015)。这项研究的参与者居住在农业区,定义为农村,位于距离最近的大都市约30英里的城市群郊区。由于其人口密度和靠近最近的城市中心,本研究的设置受到缺乏教育,职业和社会资源的影响,这直接影响了当地拉丁社区的机会认识到缺乏对种族化术语的共同接受,本文中包容性地使用拉丁一词,以尊重西班牙语发音的性别包容性,并指那些自认为是墨西哥人、墨西哥裔美国人、奇卡诺人/a、拉丁裔/a和西班牙裔的个人。本文将使用Rios (Citation2011)术语“有前途的”来描述所有可能被贴上“有危险的”或“帮派成员”标签的青少年和成年人(由于他们与已知帮派成员的社会和/或家庭联系,以及/或者如果他们被贴上帮派成员的标签是因为他们居住的地方),除非直接引用文献另有说明5 .为保护参加者的身份,所有姓名和地点均已更改为了保证参与者的安全性和匿名性,我无法向参与者询问具体的学员;然而,许多社区参与者在采访中提到了学员或他们的家人,这支持了当地成员的熟悉程度,以及这些参与者彼此之间的周期性关系,尤其是研究。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The Ripple Effect of Mentorship: A Cross-Case Analysis of Five Rural, Latine Youth
ABSTRACTThe literature on mentorship centralizes formal mentoring programs with hired and trained staff and volunteers to work with at-promise youth of color at school- or community-based sites such as Big Brothers Big Sisters or smaller localized programs; however, these programs are not always available in rural areas. This multiple case study explores the phenomenon of naturally-occurring mentorships among Latine, gang-affiliated youth to evaluate what mentorship is and how mentoring relationships are cultivated and sustained. The research draws on fieldnotes, 300 hours of observations, eight three-phase semi-structured interviews with mentoring pairs, and written and pictorial evidence of the socio-political climate of the community confirmed through 20 semi-structured interviews with community leaders and elders. The study’s findings apply elements of aspirational, navigational, and resilient cultural wealth according to Yosso’s (2005) Community Cultural Wealth framework and were member-checked by mentoring participants. The findings suggest that a mentor can be an individual holding familial space in the mentee’s life; while the act of mentorship entails listening attentively, providing advice based on personal experiences, supporting the mentee in “getting out” of their hometown, and speaking one’s truth even if it is difficult to hear.KEYWORDS: Latine youthgang-affiliated youthmentorshipcase study Disclosure statementNo potential conflict of interest was reported by the author(s).Data availability statementThe data that support the findings of this study are available on request from the corresponding author, XX. The data are not publicly available due to restrictions in that they contain information that could compromise the privacy of research participants.Ethical statementIn accordance with Taylor & Francis policy and my ethical obligation as a researcher,Notes1 This article utilizes the community-driven definition of “gang-affiliated” as meaning an individual (youth or adult) who is labeled by points of authority such as police, courts, and schools as being affiliated with gangs due to the location of their home residence and/or their association with friends or family members who are known gang members. Being labeled or self-identifying as “gang-affiliated” does not mean that that individual is an active gang member; however, participants stated that their affiliation with specific sets often led to profiling, bullying, and discrimination from members of their community, but especially by police and school officials.2 This article differentiates the terms of “rural” vs. “urban” and “urban clusters” using the definitions put forth by the U.S. Census Bureau (Citation2022). Accordingly, urban areas consist of 50,000 individuals or more residing in that space, “urban clusters” are spaces of 2,500–50,000 individuals, and “rural” areas are delineated as having fewer than 2,500 people living in that area (Ratcliffe, Citation2015). The participants of this study reside in an agricultural area defined as rural which lies on the outskirts of what would be considered an urban cluster about 30 miles from the nearest metropolitan city. As a result of its population density and proximity to the nearest urban center, the setting of this study is impacted by a lack of educational, occupational, and social resources which directly impacts the opportunities for local Latine communities as a deficit.3 Recognizing a lack of shared acceptance for racialized terminology, the term Latine is used inclusively in this article to honor gender inclusivity using Spanish pronunciation and refer to individuals who identify as Mexican, Mexican American, Chicano/a, Latino/a, and Hispanic.4 To support and model positive languaging, this article will use Rios (Citation2011) term “at-promise” to describe all youth and adults who would otherwise be labeled as “at-risk” or “gang-affiliated” (due to their social and/or familial association with known gang members and/or if they are labeled as gang-affiliated due to where they reside) unless otherwise noted in direct quotes from the literature.5 All names and places have been changed to protect the identity of participants.6 Due to maintaining the safety and anonymity of participants, I was not able to ask participants about specific mentees; however, many of the community participants named mentees or their families in their interview which supports the familiarity of local members and cyclical nature of these participant relationships to each other but specifically the study.
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来源期刊
Journal of Latinos and Education
Journal of Latinos and Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.20
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11.10%
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87
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