Black Youth Perspectives: The Role of Racial/ethnic Identity Development in the Mentor/mentee Relationship

• In Event: Examining Youth Mentorship Across Diverse Contexts

Abstract

There is a wealth of literature that speaks to the benefits of a mentoring relationship for youth (Hurd et al., 2012; Hurd & Sellers, 2013; Rivas-Drake et al., 2014; Lakind et al., 2015). These benefits include positive outcomes in academic, behavioral, and social domains (Hurd et al., 2012; Suffrin et al., 2016). Research shows that mentorship can significantly shape the lives of youth. However, as society becomes more diverse and cultural needs more complex, it is important to understand how mentorship may differ for youth of color. In terms of Black youth, this is a population that has seen an increase in formal mentoring programs within their communities. As we acquire specific knowledge and greater understanding of the field of youth mentorship, it is imperative that we ensure that these services are rendered with a culturally-specific lens. Research does not conclusively support the notion that mentor matching based on racial, ethnic, or cultural similarities guarantee a successful mentor/mentee relationship (Sanchez et al., 2014). However, some studies have found that the lack of an understanding of cultural nuances contributed to failed mentor/mentee relationships (Peifer et al., 2016; Albright et al., 2017). In review of current literature that explains the importance of culturally specific youth mentorship programs, Sanchez et al. (2014) suggest that these types of programs may have a positive impact on racial and ethnic identity development among youth of color. Sanchez et al. (2019) highlight the lack of research that examines the support that mentors provide youth regarding their racial and ethnic identity, suggesting that this may influence the quality of the mentor/mentee relationship. Little is known about how Black youth perceive the importance of the mentor/mentee relationship in supporting their racial/ethnic identity development. This study used qualitative data to explore the perceptions of 12 Black adolescents, ages 13-18, enrolled in a youth mentorship program with professional mentors. The study considered if and how conversations about race/ethnicity occurred and activities that supported racial/ethnic identity development. The findings suggest that navigating race/ethnicity within these relationships is nuanced and several factors should be considered when exploring how to support youth with identity development. Overall, youth emphasized the importance of a genuine and authentic relationship, where the mentor is willing to be open and vulnerable within the mentor/mentee relationship, despite the mentor’s identities. Findings also include recommendations for how programs can best support youth with racial/ethnic identity development.

Author

• Lakindra Mitchell Dove
  Presenting Author