scholarly journals Experiences and Needs of Multicultural Youth and Their Mentors, and Implications for Digital Mentoring Platforms: Qualitative Exploratory Study

10.2196/15500 ◽  
2020 ◽  
Vol 4 (2) ◽  
pp. e15500 ◽  
Author(s):  
Rebecca Lynn Radlick ◽  
Jelena Mirkovic ◽  
Sarah Przedpelska ◽  
Elanor Halvorsen Brendmo ◽  
Deede Gammon
Keyword(s):  
Youth Development ◽  
Mentoring Programs ◽  
Mentoring Program ◽  
Electronic Mentoring ◽  
Mentor Relationships ◽  
Education And Health ◽  
Semistructured Interviews ◽  
Traditional Mentoring ◽  
Adult Mentors ◽  
And Control

Background Mentoring programs (ie, programs that connect youths with adult volunteers) have been shown to improve outcomes across the behavioral, social, and academic domains of youth development. As in other European countries, mentoring programs have few traditions in Norway, where interventions for multicultural youths are usually profession driven and publicly funded. Faced with the risk of disparities in education and health, there is a need to better understand this group’s experiences and requirements relative to mentoring. This would also serve as a basis for designing and implementing digital support. Objective The objective of this study was to gain insight into multicultural youth mentees’ and adult mentors’ experiences and needs in the context of an ongoing mentoring program, how digital support (electronic mentoring) might address these needs, and how such support could be designed and implemented. Methods The study used a qualitative approach, with data from 28 respondents (21 mentees and 7 mentors). In total, 4 workshops with mentees as well as semistructured interviews with mentees and mentors were conducted. The sessions were audio recorded, transcribed, and analyzed thematically. Results In total, 3 main themes were identified from the experiences and needs reported by the mentees and mentors. These included a need for connection, help in achieving goals, and the need for security and control. Subthemes encompassed a desire to socialize with others, balancing the nature of the relationship, paying it forward, building trust, sharing insights and information with peers, goal-oriented mentees and mentors wanting to assist with goal achievement, and the fundamental need for privacy and anonymity in the digital platform. Conclusions The findings of this study are supported by the literature on traditional mentoring, while also offering suggestions for the design of digital solutions to supplement the in-person mentoring of multicultural youth. Suggestions include digital support for managing the mentee-mentor relationships, fostering social capital, and ways of ensuring security and control. Features of existing electronic health apps can be readily adapted to a mentoring program context, potentially boosting the reach and benefits of mentoring.

Mentoring the Next Generation

2012 ◽  
pp. 1665-1675
Author(s):  
Kate Schrauth ◽  
Elie Losleben
Keyword(s):  
Young People ◽  
Career Guidance ◽  
Dropout Rate ◽  
The United States ◽  
Virtual Learning Environment ◽  
Mentoring Programs ◽  
Mentoring Program ◽  
Online Mentoring ◽  
Award Winning ◽  
Adult Mentors

With the high school dropout rate in the United States at epidemic levels and the proportion of guidance counselors decreasing, mentoring programs are an increasingly effective way to reach young people with the college and career guidance they need. icouldbe.org’s online mentoring programs reach young people who do not have access to quality educational resources, using a dynamic virtual learning environment to connect them to mentors who offer practical and individualized advice, information and expertise. The organization’s award-winning program is grounded on an evidence-based curriculum that is student-paced and student-led, placing young people at the center of a community of classroom teachers and adult mentors invested in the their futures. icouldbe.org puts child safety first and monitors mentor-mentee relationships in a controlled and accountable environment. Evidence indicates that icouldbe.org’s e-mentoring program has many of the benefits of face-to-face mentoring--an exciting find as educators turn to mentoring as a classroom intervention.

Meeting the Needs of Adolescents and Young Adults with Disabilities

2010 ◽  
pp. 135-147
Author(s):  
Katharine Hill ◽  
Joe Timmons ◽  
Christen Opsal
Keyword(s):  
Youth Development ◽  
Transition To Adulthood ◽  
Educational Opportunities ◽  
At Risk Youth ◽  
Mentoring Program ◽  
Electronic Mentoring ◽  
Transition Age Youth ◽  
Youth With Disabilities ◽  
Transition Age ◽  
Caring Adults

Resilience in at-risk youth is anchored by supportive adults who may be relatives, neighbors, teachers, employers, or other members of the community. Telementoring or electronic mentoring (e-mentoring) is a promising practice for improving transition-to-adulthood outcomes for youth with disabilities through connections with caring adults. E-mentoring supports the development of technological and social skills and also increases their understanding of the employment and educational opportunities that await youth upon completion of high school. Connecting to Success (CTS) is an e-mentoring program for transition-age youth with disabilities. In this chapter, CTS is discussed in the context of healthy youth development and transition to adulthood. An overview of the CTS program model is provided, and a discussion of future directions is identified.

Using Mobile Communication Technology in Student Mentoring

2006 ◽  
pp. 680-685
Author(s):  
Jonna Häkkilä ◽  
Jenine Beekhuyzen
Keyword(s):  
Information Technology ◽  
Mobile Phones ◽  
Information Exchange ◽  
Mentoring Programs ◽  
Mentoring Program ◽  
Message Service ◽  
Computing Skills ◽  
Traditional Mentoring ◽  
Global Information Society ◽  
It Education

Information technology (IT), computer science, and other related disciplines have become significant both in society and within the field of education. Resulting from the last decades’ considerable developments towards a global information society, the demand for a qualified IT workforce has increased. The integration of information technology into the different sectors of every day life is increasing the need for large numbers of IT professionals. Additionally, the need for nearly all workers to have general computing skills suggests possibilities for an individual to face inequality or suffer from displacement in modern society if they lack these skills, further contributing to the digital divide. Thus, the importance of IT education has a greater importance than ever for the whole of society. Despite the advances and mass adoption of new technologies, IT and computing education continually suffers from low participant numbers, and high dropout and transfer rates. This problem has been somewhat addressed by introducing mentoring programs (von Hellens, Nielsen, Doyle, & Greenhill, 1999) where a student is given a support person, a mentor, who has a similar education background but has graduated and is employed in industry. Although the majority of these programs have been considered successful, it is important to note that it is difficult to easily measure success in this context. In this article, we introduce a novel approach to mentoring which was adopted as part of an ongoing, traditional-type mentoring program in a large Australian university. The approach involved introducing modern communications technology, specifically mobile phones having an integrated camera and the capability to make use of multimedia messaging services (MMS). As mobile phones have become an integrated part of our everyday life (with high adoption rates) and are an especially common media of communication among young people, it was expected that the use of the phones could be easily employed to the mentoring program (phones were provided for the participants). Short message service (SMS), for example text messaging, has become a frequently used communication channel (Grinter & Eldridge 2003). In addition to text, photo sharing has also quickly taken off with MMS capable mobile phones becoming more widespread. The ability to exchange photos increases the feeling of presence (Counts & Fellheimer, 2004), and the possibility to send multimedia messages with mobile phones has created a new form of interactive storytelling (Kurvinen, 2003). Cole and Stanton (2003) found the pictorial information exchange as a potential tool for children’s collaboration during their activities in story telling, adventure gaming and for field trip tasks. Encouraged by these experiences, we introduced mobile mentoring as part of a traditional mentoring program, and present the experiences. It is hoped that these experiences can affirm the legitimacy of phone mentoring as a credible approach to mentoring. The positive and negative experiences presented in this article can help to shape the development of future phone mentoring programs.

scholarly journals Can e-mentoring take the "gender" out of mentoring?

2013 ◽  
Vol 7 (2) ◽  
Author(s):  
Brittany V. Rockwell ◽  
Joanne D. Leck ◽  
Catherine J. Elliott
Keyword(s):  
Mentoring Programs ◽  
Future Research ◽  
Mentoring Program ◽  
Leadership Roles ◽  
Mentoring Relationship ◽  
Organizational Advancement ◽  
Gender Biases ◽  
Traditional Mentoring ◽  
Personal Level ◽  
Formal Mentoring Programs

Mentoring has been identified as a key strategy for career development and organizational advancement, and has been argued to be indispensable for women to succeed. E-mentoring has increased in popularity as a means of reducing some of the challenges associated with being mentored by men. Numerous studies conducted on formal mentoring programs have concluded that there are serious implications to consider in traditional cross-gendered mentoring schemes. A sample of six mentees and seven mentors (three female and four male) were interviewed after a year-long e-mentoring program was created to promote women to leadership roles within the Information Technology (IT) sector. The paper explores whether gender-biases encountered in traditional mentoring schemes are transcended when using an e-mentoring platform. Results from this qualitative study suggest that mentor gender still impacts the mentoring relationship even in a virtual environment. The study’s findings indicated male mentors tended to be more methodological in solving problems with their mentees, unlike female mentors who took a more indirect approach. Further, female mentors improved their mentee’s confidence through encouragement and relating to their mentee on a more personal level, a practice often avoided by their male counterparts. A summary of these findings is provided below, followed by a detailed discussion of the results and a section offering possible future research avenues to explore.

scholarly journals Will I be Able to Understand My Mentee? Examining the Potential Risk of the Dominant Culture Mentoring Marginalized Youth

2017 ◽  
Vol 12 (1) ◽  
pp. 72-91 ◽  
Author(s):  
Jennifer Lindwall
Keyword(s):  
Youth Development ◽  
The United States ◽  
Mentoring Programs ◽  
Mentoring Program ◽  
Youth Workers ◽  
Development Programs ◽  
Marginalized Youth ◽  
Dominant Culture ◽  
Cultural Experience ◽  
Potential Risks

Most people would agree they want to live in a world where every child has what he or she needs to thrive and grow into a healthy and productive adult. It is estimated that 5,000 mentoring programs serve 3,000,000 youth in the United States alone (DuBois, Portillo, Rhodes, Silverthorn, & Valentine, 2011).  In many of these programs, a majority of the mentors are matched with a mentee who comes from a culture and community they know very little about. Many of the youth development programs that were founded and implemented by people of the perceived dominant culture represent their values and cultural experience. To look more deeply into this, my primary research included seven one-on-one interviews with experienced youth workers, most who currently work at a community or site-based mentoring program.  This article is a summary of their responses and reflections on the potential risks invovled in matching across culture and considers how we might work together to mitigate these risks for the youth we serve. 

Mentoring the Next Generation

2010 ◽  
pp. 53-63
Author(s):  
Kate Schrauth ◽  
Elie Losleben
Keyword(s):  
Young People ◽  
Career Guidance ◽  
Dropout Rate ◽  
The United States ◽  
Virtual Learning Environment ◽  
Mentoring Programs ◽  
Mentoring Program ◽  
Online Mentoring ◽  
Award Winning ◽  
Adult Mentors

With the high school dropout rate in the United States at epidemic levels and the proportion of guidance counselors decreasing, mentoring programs are an increasingly effective way to reach young people with the college and career guidance they need. icouldbe.org’s online mentoring programs reach young people who do not have access to quality educational resources, using a dynamic virtual learning environment to connect them to mentors who offer practical and individualized advice, information and expertise. The organization’s award-winning program is grounded on an evidence-based curriculum that is student-paced and student-led, placing young people at the center of a community of classroom teachers and adult mentors invested in the their futures. icouldbe.org puts child safety first and monitors mentor-mentee relationships in a controlled and accountable environment. Evidence indicates that icouldbe.org’s e-mentoring program has many of the benefits of face-to-face mentoring—an exciting find as educators turn to mentoring as a classroom intervention.

Using Mobile Communication Technology in Student Mentoring

2009 ◽  
pp. 1351-1358
Author(s):  
Jonna Häkkilä ◽  
Jenine Beekhuyzen
Keyword(s):  
Information Technology ◽  
Mobile Phones ◽  
Information Exchange ◽  
Mentoring Programs ◽  
Mentoring Program ◽  
Message Service ◽  
Computing Skills ◽  
Traditional Mentoring ◽  
Global Information Society ◽  
It Education

Information technology (IT), computer science, and other related disciplines have become signifi- cant both in society and within the field of education. Resulting from the last decades’ considerable developments towards a global information society, the demand for a qualified IT workforce has increased. The integration of information technology into the different sectors of every day life is increasing the need for large numbers of IT professionals. Additionally, the need for nearly all workers to have general computing skills suggests possibilities for an individual to face inequality or suffer from displacement in modern society if they lack these skills, further contributing to the digital divide. Thus, the importance of IT education has a greater importance than ever for the whole of society. Despite the advances and mass adoption of new technologies, IT and computing education continually suffers from low participant numbers, and high dropout and transfer rates. This problem has been somewhat addressed by introducing mentoring programs (von Hellens, Nielsen, Doyle, & Greenhill, 1999) where a student is given a support person, a mentor, who has a similar education background but has graduated and is employed in industry. Although the majority of these programs have been considered successful, it is important to note that it is difficult to easily measure success in this context. In this article, we introduce a novel approach to mentoring which was adopted as part of an ongoing, traditional-type mentoring program in a large Australian university. The approach involved introducing modern communications technology, specifically mobile phones having an integrated camera and the capability to make use of multimedia messaging services (MMS). As mobile phones have become an integrated part of our everyday life (with high adoption rates) and are an especially common media of communication among young people, it was expected that the use of the phones could be easily employed to the mentoring program (phones were provided for the participants). Short message service (SMS), for example text messaging, has become a frequently used communication channel (Grinter & Eldridge 2003). In addition to text, photo sharing has also quickly taken off with MMS capable mobile phones becoming more widespread. The ability to exchange photos increases the feeling of presence (Counts & Fellheimer, 2004), and the possibility to send multimedia messages with mobile phones has created a new form of interactive storytelling (Kurvinen, 2003). Cole and Stanton (2003) found the pictorial information exchange as a potential tool for children’s collaboration during their activities in story telling, adventure gaming and for field trip tasks. Encouraged by these experiences, we introduced mobile mentoring as part of a traditional mentoring program, and present the experiences. It is hoped that these experiences can affirm the legitimacy of phone mentoring as a credible approach to mentoring. The positive and negative experiences presented in this article can help to shape the development of future phone mentoring programs.

scholarly journals How to Effectively Mentor Junior Faculty?

2014 ◽  
Vol 8 (1) ◽  
pp. 92-96
Author(s):  
Hoi Ho ◽  
Blanca Garcia ◽  
German T Hernandez ◽  
Gurjeet S Shokar
Keyword(s):  
A Priori ◽  
Junior Faculty ◽  
Reciprocal Relationship ◽  
Mentoring Programs ◽  
Mentoring Program ◽  
Academic Expectations ◽  
Faculty Mentoring ◽  
Mentoring Relationship ◽  
Traditional Mentoring ◽  
Goals And Objectives

ABSTRACT In the current era of decreased funding for teaching and research, academic centers are increasingly focused on clinical productivity. The lack of structured mentoring programs along with increasing clinical demands has led to unrealistic academic expectations for physician faculty. Faculty mentoring is a dynamic reciprocal relationship for both the mentor and mentee to work closely in developing a professional and productive academic partnership. Both mentor and mentee are equally important in achieving a rewarding mentoring partnership. There are fundamental guidelines for the mentor and the mentee to follow to ensure the desired outcomes. Traditional mentoring relationship is strictly voluntary without a defined commitment from either party. However, outcome-driven mentoring relationship is a structured process in which specific goals and objectives are well-defined, and in which the mentoring progresses and feedback are closely monitored. Much information about faculty mentoring is derived from the mentoring of basic scientists. In contrast, there is a paucity of well-designed studies on mentoring of physician faculty. The effectiveness of mentoring programs was traditionally measured by subjective feedback, unlike outcomesdriven mentoring which uses objective measures based on a priori defined outcomes. Although individual faculty members must assume responsibility for their own academic development, their institution is obligated to provide an effective mentoring program to aid the faculty in accomplishing their assignments and advancing in their career development. How to cite this article Garcia B, Hernandez GT, Shokar GS, Ho H. How to Effectively Mentor Junior Faculty? Donald School J Ultrasound Obstet Gynecol 2014;8(1):92-96.

Changes and Challenges: Parenting Challenges in Iranian Mothers

2020 ◽  
Vol 11 ◽  
Author(s):  
Davoud Hajkhodadadi ◽  
Ozra Etemadi ◽  
Mohammad Reza Abedi ◽  
Rezvanossadat Jazayeri
Keyword(s):  
Thematic Analysis ◽  
Sampling Method ◽  
Cultural Background ◽  
Parental Training ◽  
Purposive Sampling ◽  
Environmental Threats ◽  
Power And Control ◽  
Semistructured Interviews ◽  
And Control ◽  
New Situation

Abstract Having adolescents affect many aspects of the parent's lives. The aim of this study was to investigate the parenting challenges within the cultural background of Iranian mothers. The participants consisted of 24 mothers who were selected using a purposive sampling method. Semistructured interviews were recorded and transcribed for further analysis. To analyse the data, a thematic analysis was carried out. The analysis of the data shows that for Iranian mothers, parenting challenges are categorised into seven themes: (a) Sense of diminished power and control, (b) Sense of inadequacy, (c) Lack of father's participation, (d) New situation, coping and resolve, (e) Altered relationships issues, (f) Unfulfilled expectations, and (g) Environmental threats. Based on the findings of our study, parenting challenges are culture-bound and controversial, and dealing with them requires parental training.

The effectiveness of a selective counseling prenhancing the sportsmanship of some of the teams of the College of Basic Education for group games

2021 ◽  
Vol 20 (1) ◽  
pp. 0111
Author(s):  
أ. د. عكلة سليمان الحوري م. د منهل خطاب سلطان
Keyword(s):  
Basic Education ◽  
Research Community ◽  
Mentoring Program ◽  
Counseling Program ◽  
College Of Basic Education ◽  
Before And After ◽  
Post Test ◽  
And Control ◽  
Extension Program ◽  
Experimental Group

Preparing a selective mentoring program in the field of enhancing the sportsmanship of some of the College of Basic Education teams in group games. Knowing the effectiveness of the selective counseling program on the sports spirit of some of the teams of the College of Basic Education in group games. The two researchers used the experimental method for its suitability and the nature of the research, and the research community consisted of the 38 players in the futsal, volleyball and basketball teams, and the research sample consisted of (24 players) representing 63.15% of the research community. The sample was divided into two experimental and control groups. Using the random selection method by lot and by (12) players for each group divided into three games and by (4) for each game. The measure of sportsmanship was applied before and after the application of the selective extension program, and we were keen to provide the same conditions in the two applications, and the researchers reached:1. The effectiveness of the selective counseling program in improving the level of sportsmanship among some of the teams of the College of Basic Education in the group games of halls.2. The presence of significant differences between the pre and post tests in sportsmanship in favor of the post test of the experimental group. The presence of significant differences between the control and     experimental groups in the two post-tests in sportsmanship and in favor    of the post test of the experimental group                                                  

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