How Adults Support Youth in Connected Learning

• In Event: Educators and Mentors as Connected Learners

Abstract

Connected Learning is an educational process that links three contexts for learning: academics, peers, and their interests (Ito et al., 2013). The connected learning literature discusses the important role of adults in this learning process as adults help make the link between youth’s academic studies and their personal passions. However, research has yet to unpack the ways in which adults support and do not support youth in the connected learning process. Guided by youth mentoring (Rhodes, 2005) and positive youth development (Roth & Brooks-Gunn, 2005; Zeldin et al., 2005), the aims of this study were to examine youth’s perspectives about a) the ways in which adults support them in connected learning, and b) negative characteristics about adults that prevent youth-adult relationship building.

An exploratory, pilot study was conducted at community based organizations focused on connected learning. Five focus groups were conducted with 26 youth who were mostly in high school and on average 17 years of age. Participants self-identified as African American/Black (50%), Latina/o (35%), Asian American/Pacific Islanders, Native American (8%), and/or White (8%). Focus group discussions were audio-recorded and transcribed. We used a grounded theory approach as described by Auerbach and Silverstein (2003) to code and analyze the focus group transcripts. Grounded theory is a systematic approach to qualitative analysis in which emerging themes are identified (Auerbach & Silverstein 2003). In order to enhance the credibility of the findings, we conducted a workshop with a subset of the focus group participants and shared our findings with them in order to obtain their feedback and ensure that our findings reflected their experiences.

Youth discussed a variety of ways in which adults support them in connected learning, including role modeling; guide and encourage, but challenge; demonstrate interest in youth passions; connect youth to opportunities; teach and support skill development; and academic and career support. Participants were also asked to discuss negative behaviors that adults display that make it difficult for youth to develop rapport with them. Youth discussed that they are not interested in developing rapport with adults who show a lack of respect to youth, are judgmental, do not share youth passions, are adult-driven, are arrogant and have poor communication and social skills.

The findings of the current study will make a contribution to the connected learning literature by filling a gap in understanding how adults support youth in connected learning spaces. Further, the findings can be used in the development and implementation of trainings and interventions targeting staff and volunteers who desire to learn effective strategies for engaging youth in connected learning.

Authors

• Bernadette Sanchez, DePaul University

• Tene Gray, Digital Youth Network

• Elsa Rodriguez, Mozilla/Hive Chicago Learning Network