ERIC Number: ED359314
Record Type: Non-Journal
Publication Date: 1991-Jan
Reference Count: N/A
Mentors for High-Risk Minority Children: Toward Bicultural Competence. Mentoring Programs for Young Minority Males, Conference Paper Series.
A social learning model of the mentoring process is presented that features bicultural competence and effective communication. The model suggests how mentors can cooperate with families and teachers in the promotion of high-risk minority children's bicultural competence. Mentoring is a term increasingly applied to describe relationships between successful minority adults and high-risk minority youth. Successful mentors appear to promote bicultural competence in high-risk minority youth through effective communication. In the model, it is assumed that effective communication is a universal human process, and that coping and competence depend on effective communication. Effective family communication promotes competence among all children in their indigenous cultures, and promotes bicultural competence for minority children who must cope with two cultures. Bicultural, and even multicultural, competence is empowering because it provides the means to communicate in various social contexts. Effective communication can be learned, and is, in fact, a requirement for all helping relationships. Biculturally competent mentors are more likely to help problem families and children learn effective communication. Ways of measuring communication and competence are discussed, and suggestions are made for establishing mentoring programs based on the features of the model. (SLD)
Descriptors: Adults, At Risk Persons, Communication (Thought Transfer), Competence, Coping, Cultural Differences, Disadvantaged Youth, Elementary Secondary Education, Mentors, Minority Group Children, Models, Multicultural Education, Program Development, Socialization, Youth Programs
Publications Office, Urban Institute, P.O. Box 7273, Department C, Washington, DC 20044.
Publication Type: Reports - Evaluative
Education Level: N/A
Authoring Institution: Urban Inst., Washington, DC.