Anti-Racism Education and Training for Adult Mentors Who Work with BIPOC Adolescents

Autor/inn/en	Sánchez, Bernadette; Anderson, Amy J.; Weiston-Serdan, Torie; Catlett, Beth S.
Titel	Anti-Racism Education and Training for Adult Mentors Who Work with BIPOC Adolescents
Quelle	In: Journal of Adolescent Research, 36 (2021) 6, S.686-716 (31 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sánchez, Bernadette) ORCID (Anderson, Amy J.) ORCID (Weiston-Serdan, Torie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0743-5584
DOI	10.1177/07435584211043288
Schlagwörter	Racial Bias; Adolescents; Mentors; Minority Groups; Cultural Relevance; Social Justice; Identification (Psychology); Minority Group Students; Culturally Relevant Education; Training; Low Income Groups; Socioeconomic Status; Youth Programs; Work Environment; Critical Theory; Race; Critical Thinking; Interpersonal Relationship + Suchen Sie Ihr Suchwort? Racial discrimination; Rassismus; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Ethnische Minderheit; Soziale Gerechtigkeit; Ausbildung; Socio-economic status; Sozioökonomischer Status; Jugendsofortprogramm; Arbeitsmilieu; Kritische Theorie; Rasse; Abstammung; Kritisches Denken; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
Abstract	Racism and White supremacy culture shape the experiences of youth and adults in mentoring programs, which is detrimental to the development of BIPOC youth. The aims of this paper are to a) show why anti-racism training and education for adult mentors is necessary for promoting the positive development of BIPOC youth and b) offer a framework for anti-racist education and training for mentors. We review research showing how mentors' attitudes about race, ethnicity and culture can harm their relationships with BIPOC youth and research on general mentor training, anti-racism training for mentors, and general diversity and anti-bias training in the workplace. Crossing disciplinary boundaries to inform developmental science, we draw upon critical mentoring, culturally relevant and sustaining pedagogy, and ethnic/racial identity frameworks, and propose four components for anti-racist education and training for mentors: a) acknowledging, confronting, and interrupting racism, b) facilitating youth critical consciousness, c) supporting positive identity development in youth, and d) mentors and mentees as active agents and partners. At the foundation of these pillars is decentering and interrupting Whiteness and youth as co-constructors of knowledge. We offer suggestions for future research and practice in anti-racism training for mentors, which also have implications for youth-adult relationships across settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01