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Using Research to Foster College Women’s Community Engagement and Academic Service Learning: The Young Women Leaders Program. Edith “Winx” Lawrence, Nancy L. Deutsch, Joanna Lee Williams, Lauren J. Germain, Jenna H. Marshall, Afi Wiggins Inaugural Academic Symposium April 14, 2011
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Using Research to Foster College Women’s Community Engagement and Academic Service Learning: The Young Women Leaders Program Edith “Winx” Lawrence, Nancy L. Deutsch, Joanna Lee Williams, Lauren J. Germain, Jenna H. Marshall, Afi Wiggins Inaugural Academic Symposium April 14, 2011 Charlottesville, VA
Youth Mentoring and College Student Community Engagement • Popular option • Over 4,500 programs • College students well-suited to be mentors • Proximity in age • Similar issues • Available
Concerns from Mentoring Field • Not tied to community (Tierney & Branch, 1992) • Different race and social class than mentees (DuBois et.al., 2002) • Inconsistent and insensitive mentoring can have negative effect on mentees (Rhodes, 2002; Spencer, 2007)
Young Women Leaders Program • Uses an academic service-learning format (Astin et al., 2000; Eyler & Giles, 1999; Rhoads, 1998) • Integration of knowledge and service • Reflection • Supervision & support
YWLP Structure for Mentors Facilitator • Academic service-learning: • Class • Big sister meeting • Group & one-on-one time • (6-8 pairs in a group) Little Sister
Mixed Methods • Pre/Post Surveys • Observations • Interviews YWLP Research Design
Mentor commitment • Community engagement format • 2005-07 (n=104) 88% • Academic service learning format • 2007-09 (n=127) 95% Research Findings
Course evaluations from 2008-10 (2 cohorts) • Course worthwhile: 94% agreed or strongly agreed • Learned a great deal in course: 92% • Program and course supported navigation of issues related to cultural diversity: 69% “This class is an invaluable supplement to the YWLP mentoring program. Not only do program mentors get the opportunity to interact with middle school young women on a weekly basis, but they are prepared through academic readings and study, allowing for a more effective, knowledgeable and prepared mentor role model.” 2. Integration of knowledge and service
Study using 2005-08 sample (4 cohorts) compared mentors to college women on self-reported behavioral change (YWLP = 256; control = 261) • Chi square test revealed mentors significantly more likely than comparison group to report positive change in ability to: • Listen to people with different views than self (χ2 =25.58, df = 2, p= <.05 ) • Interact with people different from self (χ 2 = 23.34, df = 2, p= <.05) • Support their friends (χ 2 = 8.61, df =2, p= <.05) • Deal with problems (χ 2 = 5.98, df =2 , p= <.05) • Small effect sizes (.12 to .25; Cohen 1988) 3. Navigating difference (Lee, Germain, Lawrence & Marshall, 2010)
Self-Reported Tolerance Changes in self-reported tolerance among YWLP mentors and the comparison group. (Lee, Germain, Lawrence, & Marshall, 2010)
Over half commented on structural diversity and learning in YWLP • From other mentors in group: “I learned that I can be friends with different people because all the Big Sisters are so different.” • From mentee: “So that’s what I’ve learned from her-that no matter where you grow up there’s so many different types of people out there that don’t just think like I do. It opened my mind, my eyes. It was good.” Qualitative analysis of 33 interviews from 2008-09
Program level support for intergroup contact • Class 36.4% (n=12) • Big sister group 75.7% (n=25 )
Conclusions • Academic service learning class can enhance college students’ commitment to community service
Provides college students opportunities to: • Integrate knowledge & service • Reflect • Receive supervision & support
What program factors promote mentor effectiveness? • Program Structure • ASL format • Integrating knowledge & service • Reflection • Supervision & support • Group & one-on-one mentoring • Promoting vs. inhibiting dialogue • Modeling solutions • Training • Topics (mentoring skills, cultural competence) • Format (video, web-based) Next Steps
Key Figures & Funders • Edith “Winx” Lawrence, Director • Jennifer Merritt, Assoc. Director • Melissa Levy, Asst. Director • Nancy Deutsch, Director of Research • Graduate Student RA’s • Lauren Germain, • Angela Hennberger • Jennifer Leyton • Jenna Marshall • Amanda Sovik-Johnston • Janelle Summerville • Clare Vierbuchen • Afi Wiggins Sources of Funding: • US Department of Education • US Department of Justice • W.T. Grant Foundation • University of Virginia: • Jefferson Public Citizens • Commission on the Future of the University* • Vice-Provost’s for International Programs YWLP is sponsored by UVa’s: Women’s Center Curry School of Education Youth Nex