Latino(a) Students and Caucasian Mentors in a Rural After-School Program: Towards Empowering Adult-Youth Relationships

Autor/inn/en	Diversi, Marcelo; Mecham, Connie
Titel	Latino(a) Students and Caucasian Mentors in a Rural After-School Program: Towards Empowering Adult-Youth Relationships
Quelle	In: Journal of Community Psychology, 33 (2005) 1, S.31-40 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0090-4392
DOI	10.1002/jcop.20034
Schlagwörter	Program Descriptions; Ethnicity; School Activities; After School Programs; Foreign Countries; Hispanic Americans; Immigration; Biculturalism; Immigrants; Academic Achievement; Mentors; Empowerment; Learner Engagement; Trust (Psychology); Grades (Scholastic); Interpersonal Relationship; Cultural Awareness; Rural Areas; Student Adjustment; Program Effectiveness; College Students; Student Attitudes; Secondary School Students; English (Second Language); Second Language Learning; Utah + Suchen Sie Ihr Suchwort? Ethnizität; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Ausland; Hispanic; Hispanoamerikaner; Bikulturalität; Immigrant; Immigrantin; Immigranten; Schulleistung; Notenspiegel; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Cultural identity; Kulturelle Identität; Rural area; Ländlicher Raum; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Collegestudent; Schülerverhalten; Sekundarschüler; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb
Abstract	High rates of immigration, especially from Latin America, have created a large population of immigrant youth, many of whom are having difficulty in American schools. The central goals of our project were to assist in empowering students to find academic success and to foster a more bicultural identity. According to three perspectives (youth, mentor, and coordinator), the adult-youth relationship central to our project has been successful in fostering academic engagement and cross-cultural relations. Youth improved their grades and reported being more connected to school. Mentors and youth reported trust in their relationship and satisfaction in learning about each other's culture. We also discuss shortcomings in our program and offer suggestions for positive adult-youth practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10