Swipe om te navigeren naar een ander artikel
Native American youth struggle with many social issues such as poverty, drug and alcohol abuse, teen pregnancy, and dropping out of high school, as a result of historical trauma and the current conditions on the reservation. This narrative review found that existing mentorship programs lack adequate research, particularly with Native American youth and youth from rural settings, yet the limited research does demonstrate potential promise. Available research findings suggest that mentorship programs are supporting at-risk youth generally, particularly with increasing their self-worth as well as having educational benefit for the youth. Two theoretical frameworks, strengths perspective and social learning theory, have been determined to offer support to increase the value of mentorship programs for Native American youth. This narrative review concludes that by understanding the social issues and the impact of historical trauma as well as understanding the use of applied theories, strong programming, and helpful factors or considerations, a culturally-sensitive, educationally-based mentorship intervention has potential to support at-risk Native American youth feel motivated to move forward with their educational futures.
Log in om toegang te krijgen
Met onderstaand(e) abonnement(en) heeft u direct toegang:
Adams, D. W. (1995). Education for extinction: American Indians and the boarding school experience, 1875-1928. Lawrence, KS: University Press of Kansas.
Adelman, H. S., Taylor, L., & Nelson, P. (2013). Native American students going to and staying in postsecondary education: An intervention perspective. American Indian Culture and Research Journal, 37(3), 29–56. CrossRef
American Academy of Child & Adolescent Psychiatry (2004). When children have children. Facts for Families. http://www.aacap.org/aacap/Families_and_Youth/Facts_for_Families/Home.aspx.
Bandura, A. (1969). Principles of behavior modification. New York, NY: Holt, Rinehart, and Winston, Inc.
Bandura, A. (1977b). Social learning theory. Englewood Cliffs, NJ: Prentice Hall.
Barron-McKeagney, T., Woody, J. D., & D’Souza, H. J. (2001). Mentoring at-risk Latino children and their parents: Impact on social skills and problem behaviors. Child and Adolescent Social Work Journal, 18(2), 119–136. CrossRef
Barusch, A. S. (2012). Foundations of social policy. Belmont, CA: Brooks/Cole.
Big Brothers Big Sisters of America (2014). Starting something since 1904. 100 years of history. http://www.bbbs.org/site/c.9iILI3NGKhK6F/b.5960955/k.E56C/Starting_something_since_1904.htm.
Bowen, D. E. (2005). Honoring the elders: Interviews with two Lakota men. Journal of Sociology and Social Welfare, 32(1), 125–134.
Bridgeland, J. M., Dilulio, Jr., J. J., & Morison, K. B. (2006). The silent epidemic, perspectives of high school dropouts. A Report by Civic Enterprises in association with Peter D. Hart Research Associates for the Bill & Melinda Gates Foundation. pp. 1–35.
Carroll, B., Mitchell, H., Tambe, P., & St. John, M. (2010). Supporting Native American students along STEM education pathways: Finding from an exploratory study of South Dakota’s educational landscape. Inverness Research, 1–32.
Center for Disease Control and Prevention (2010). Injury prevention & control: Motor vehicle safety: American Indians/Alaska Natives (AI/AN): Fact sheet. http://www.cdc.gov/motorvehiclesafety/native/factsheet.html.
Clark, M. D. (2001). Change-focused youth work: The critical ingredients of positive behavior change. Journal of the Center for Families, Children & the Count, 1–14.
Cowger, C. (1994). Assessing client strengths: Clinical assessment for client empowerment. Social Work, 39(3), 262–268. PubMed
Crofoot Graham, T. L. (2002). Using reasons for living to connect to American Indian healing traditions. Journal of Sociology and Social Welfare, XXIX(1), 55–75.
Deeming, P., & Johnson, L. L. (2009). An application of Bandura’s social learning theory: A new approach to deafblind support groups. Journal of the American Deafness & Rehabilitation Association (JADARA), 2009 Conference Issues Supplement, 203–209.
Dondero, G. M. (1997). Mentors: Beacons of hope. Adolescence, 32(128), 881–886. PubMed
Edwards, K. A. (2009). Minorities, less-educated workers see staggering rates of underemployment. Economic Policy Institute. http://www.epi.org/publication/minorities_less-educated_workers_see_staggering_rates_of_underemployment/.
Erz, R., & Loudenburg, R. (2010). South Dakota substance abuse epidemiological profile. Division of Alcohol and Drug Abuse, South Dakota Department of Human Services. http://dss.sd.gov/behavioralhealthservices/community/docs_ada/SEOW/2010EpiProfile.pdf.
Goldsmith, D. J. (2002). In the best interests of an Indian child: The Indian Child Welfare Act. Juvenile & Family Court Journal, 53(4), 9–17. CrossRef
Goodluck, C. (2002). Native American children and youth well-being indicators: A strengths perspective. National Indian Child Welfare Association, 1–58.
Grodsky, E., & Jones, M. T. (2007). Real and imagined barriers to college entry: Perceptions of cost. Social Sciences Research, 36(2), 745–766. CrossRef
Guillory, R. M. (2009). American Indian/Alaska Native college student retention strategies. Journal of Developmental Education, 33(2), 12–38.
Holcombe, E., Peterson, K., & Manlove, J. (2009). Ten reasons to still keep the focus on teen childbearing. Child Trend, Research Brief, Publication #2009-10. http://www.childtrends.org.
Joe, J. R., Chong, J., Young, R., Lopez, D., Jones, B. J., & Galkowski, G. (2008). Final report: Participatory evaluation of the Sisseton Wahpeton Oyate IASAP demonstration project. Native American Research and Training Center (NARTC), 1–55. https://www.ncjrs.gov/pdffiles1/nij/grants/222740.pdf.
Jucovy, L. (2002). Measuring the quality of mentor-youth relationships: A tool for mentoring programs. Philadelphia, PA: Public/Private Ventures.
Karunanayake, D., & Nauta, M. M. (2004). The relationship between race and students’ identified career role models and perceived role model influence. Career Development Quarterly, 52(3), 225–234. CrossRef
Kim, K., Jain, S., Westhoff, G., & Rezabek, L. (2008). A quantitative exploration of preservice teachers’ intent to use computer-based technology. Journal of Instructional Psychology, 35(3), 275–287.
Lee, M. Y. (2003). A solution-focused approach to cross-cultural clinical social work practice: Utilizing cultural strengths. Families in Society: The Journal of Contemporary Human Services, 84(3), 385–395. CrossRef
Loughan, A., & Perna, R. (2012). Neurocognitive impacts for children of poverty and neglect. American Psychological Association. http://www.apa.org/pi/families/resources/newsletter/2012/07/neurocognitive-impacts.aspx.
McCabe, P. P. (2006). Convincing students they can learn to read. Crafting self-efficacy prompts. Clearing House, 79(6), 252–257. CrossRef
McCarthy, J. E., & Benally, J. (2003). Classroom management in a Navajo Middle School. Theory into Practice, 42(4), 296–304. CrossRef
Miller, R. B., & Brickman, S. J. (2004). A model of future-oriented motivation and self-regulation. Educational Psychology Review, 16(1), 9–33. doi:1040/726X/04/0300-0009/0 CrossRef
Morrison, C., Fox, K., Cross, T., & Paul, R. (2010). Permanency through Wabanaki eyes: A narrative perspective from “the people who live where the sun rises.” Child Welfare, 89(1), 103–123. PubMed
National Center for Education Statistics (2008). Table 7.1. Percentage distribution of adults ages 25 and over, by highest level of educational attainment and race/ethnicity: 2007. Status and trends in the education of American Indians and Alaska Natives: 2008. http://nces.ed.gov/pubs2008/nativetrends/table_7_1.asp?referrer=report.
National Institute on Alcohol Abuse and Alcoholism (2013). The Effects of alcohol on physiological processes and biological development. National Institute on Alcohol Abuse and Alcoholism. http://pubs.niaaa.nih.gov/publications/arh283/125-132.htm.
National Parks Service (2000). In the challenges and limitations of assimilation: Indian Boarding Schools, 1–5. http://www.cr.nps.gov/history/school.pdf.
O’Brien, K., Pecora, P. J., Echohawk, L. A., Evans-Campbell, T., Palmanteer-Holder, N., & White, C. R. (2010). Educational and employment achievements of American Indian/Alaska Native alumni of foster care. Families in Society: The Journal of Contemporary Social Services, 91(2), 149–157. doi: 10.1606/1044-3894.3974. CrossRef
Purzer, S. (2011). The relationship between team discourse, self-efficacy, and individual achievement: A sequential mixed-methods study. Journal of Engineering Education, 100(4), 655–679. CrossRef
Reid, P. T., & Roberts, S. K. (2006). Gaining options: A mathematics program for potentially talented at-risk adolescent girls. Merrill-Palmer Quarterly, 52(2), 288–304. CrossRef
Saleebey, D. (1992). The strengths perspective in social work practice. White Plains, NY: Longman.
Saleebey, D. (1996). The strengths perspective in social work practice: Extensions and cautions. Social Work, 41(3), 296–305. PubMed
Salzman, M. (2000). Promoting multicultural competence: A cross-cultural mentorship project. Journal of Multicultural Counseling and Development, 28(2), 119–124. CrossRef
Saville, P. D., Bray, S. R., Martin Ginis, K. A., Cairney, J., Marinoff-Shupe, D., & Pettit, A. (2014). Sources of self-efficacy and coach/instructor behaviors underlying relation-inferred self-efficacy (RISE) in recreational youth sport. Journal of Sport & Exercise Psychology, 36(2), 146–156. doi: 10.1123/jsep.2013-0144. CrossRef
Shotton, H. J., Oosahwe, E. S. L., & Cintron, R. (2007). Stories of success: Experiences of American Indian students in a peer-mentoring retention program. The Review of Higher Education, 31(1), 81–107. CrossRef
Silberman, I. (2003). Spiritual role modeling: The teaching of meaning systems. The International Journal for the Psychology of Religion, 13(3), 175–195. CrossRef
Southern Education Foundation (2013). A new majority, low income students in the south and nation. http://www.southerneducation.org/getattachment/0bc70ce1-d375-4ff6-8340-f9b3452ee088/A-New-Majority-Low-Income-Students-in-the-South-an.aspx.
The DASIS Report (2003). American Indian/Alaska Native treatment admissions in rural and urban areas: 2000. Office of Applied Studies, Substance Abuse and Mental Health Services Administration (SAMHSA), 1–4. http://www.oas.samhsa.gov/2k3/IndianMetroTx/IndianMetroTx.pdf.
Thompson, L. A., & Kelly-Vance, L. (2001). The impact of mentoring on academic achievement of at-risk youth. Children and Youth Services Review, 23(3), 227–242. CrossRef
Tierney, J. P., & Branch, A. Y. (1992). College students as mentors for at-risk youth: A study of six campus partners in learning programs. Philadelphia, PA: Public/Private Ventures. http://eric.ed.gov/?id=ED354285.
Tierney, W. G., Sallee, M. W., & Venegas, K. M. (2007). Access and financial aid: How American-Indian students pay for college. Journal of College Admission, Fall 2007: 15–34.
Torres, M. (2013). Youth mentoring linked to many positive effects in children, new CAMH and Big Brothers Big Sisters research shows. Centre for Addiction and Mental Health. http://www.camh.ca/en/hospital/about_camh/newsroom/news_release_media_advisories.
U.S. Census Bureau (2010). Table 84. Teenagers-births and birth rates by age, race, and Hispanic origin: 1990 to 2009. http://www.census.gov/compendia/statab/2012/tables/12s0084.pdf
U.S. Census Bureau (2012a). American Indian and Alaska Native heritage month. CB12-FF.22, October 25, 2012. U.S. Census Bureau News, Profile America Facts for Features. http://www.census.gov/newsroom/releases/pdf/cb12ff-22_aian.pdf.
U.S. Census Bureau (2012b). Poverty rates for selected detailed race and Hispanic groups by state and place. http://www.census.gov/prod/2013pubs/acsbr11-17.pdf.
University of Kansas (2013a). Paradigm shift. http://www.socwel.ku.edu/strengths/about/index.shtml.
University of Kansas (2013b). What is the strengths perspective? http://www.socwel.ku.edu/strengths/about/index.shtml.
Valentino, S., & Wheeler, M. (2013). Big Brothers Big Sisters report to America. 2013 Youth Outcomes Report. http://www.bbbs.org/atf/cf/%7B8778D05C-7CCB-4DEE-9D6E-70F27C016CC9%7D/20130425_BBBSA_YOS2013.pdf.
Voss, R. W., Douville, V., Soldier, A. L., & Twiss, G. (1999). Tribal and shamanic-based social work practice: A Lakota perspective. Social Work, 44(3), 228–241. CrossRef
Winer, A. C., & Thompson, R. (2013). How poverty and depression impact a child’s social and emotional competence. Policy Brief, Center for Poverty Research, 1(10), 1–2.
- Educationally-Based, Culturally-Sensitive, Theory-Driven Mentorship Intervention with At-risk Native American Youth in South Dakota: A Narrative Review
- Springer US