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Diversity and Privilege:

Diversity and Privilege:. Exploring the Ethno-Cultural Empathy of College Women Mentors. Daisy Camacho, DePaul University Nancy Deutsch, Ph.D., University of Virginia. Mentors and Mentoring Programs.

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Diversity and Privilege:

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  1. Diversity and Privilege: Exploring the Ethno-Cultural Empathy of College Women Mentors Daisy Camacho, DePaul University Nancy Deutsch, Ph.D., University of Virginia

  2. Mentors and Mentoring Programs • Can have a positive impact on the academic achievement and wellbeing of adolescents (Karcher, 2008; Karcher, Kuperminc, Portwood, Sipe & Taylor, 2006). • Many programs are designed for youth “at risk”(Deutsch & Spencer, 2009). • Many mentors in organized mentoring programs are White/Caucasian and come from middle to upper class households (Spencer, 2007). • These disparities can lead to differences in experiences and predispositions that may impede connections between mentor and mentee (Deutsch & Spencer, 2009; Spencer, 2007; Sullivan, 2007)

  3. Young Women Leaders Program (YWLP) • Mentors receive a semester-long training course covering issues facing adolescent girls and the YWLP curriculum • Weekly meetings throughout the duration of the program • College women mentor ~80 middle school girls at-risk for making pooracademic, social, and/oremotional decisions per academic year • Mentors and mentees have a one-on-one relationship and meet three hours per week

  4. Middle School Girls’ Demographics

  5. Demographics of College Women Mentors

  6. Questions Explored R1) Do college women who participate in a combined group and one-on-one mentoring program for middle school girls increase ethno-cultural empathy after participating in the program for one year when compared to a control group? H1: There will be a positive difference in ethno-cultural empathy from pre to post participation in the program. H2: There will be a significant difference between the college women who participated in the mentoring program when compared to the control group.

  7. Questions Explored R2: How do college women talk about their experiences in confronting ethno-cultural differences in a heterogeneous mentoring group?

  8. Methods: Materials and Procedure • Scale of Ethno-Cultural Empathy (Wang, et al., 2003) • Using bottom 50th percentile • T-test and ANCOVA • All mentors interviewed after program participation • N=5 interview transcripts

  9. Results • T-test showed a negative change in ethno-cultural empathy after one year for the mentors on the SEE (N = 27); t (26) = 2.611, p = .015. • There was no significant difference in ethno-cultural empathy at post-test, controlling for pre-test scores, between the mentors (N=27) and the control participants (N=34), F (1, 58) = .049, p = .826).

  10. Results

  11. Discussion • Why was there a negative change in the SEE? • Becoming aware of privilege • Not enough time to grapple with diversity • High-scoring bottom 50thpercentile • It is normal development • Future Research • Other aspects of mentoring • Curriculum development • Mentees’ point of view • Implications for Practice • Mentor Development • Foster mutually-beneficial relationships • Encourage strength-based approach • Limitations • High scores in SEE limit the amount of growth that can occur • Sample size of interviews

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