Mitsou Kanemaki

Strengthening Europe through grassroots civil initiatives in education

05.03.2012 |Strengthening Europe through civil grassroots initiatives in education

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Mitsuo Kanemaki, verikom e.V, Hamburg, Germany |

05. - 06. March 2012, Brussels

[email protected] | www.verikom.de

Mentoring and Empowerment: Students-mentors as examples for young students- and for the society at large

06.03.2012 | Strengthening Europe through grassroots civil initiatives in education

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What is mentoring?

Background

Situation of immigrant students (mentees)

Focus and goals

The mentors

Mentoring and empowerment

Project results

Sources

History of the project “Junge Vorbilder”

Overview

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History of the project “Junge Vorbilder”

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1. Project: “Junge Vorbilder”

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Inspired byMarokaane

CoachingprojectNetherland (1999)

Pilot projectbegun in

Dec. 2004under the name

Kendi

Since 2007known as

Junge Vorbilder(Young Role Models)

In 2010 sub-projects YES (youngmentors for equalityat school), MAX100

and in April 2011HipHop4Schoolwere introduced

Since Nov. 2011implementation ofgroup mentoring at

several schools


What is mentoring?

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2. What is Mentoring?

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The classic definition of mentoring is of an older experienced guide whois acceptable to the young person

and who can help ease the transition to adulthood by a mix of support and

challenge. In this sense it is a develop-mental relationship in which the young person is inducted into the

world of adulthood(Hamilton, 1991; Freedman, 1993)

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Background

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3. Background

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Immigrant children are primarily represented at lower qualifying schools (61,5%), such as secondary general school (Hauptschule 31,8%) and intermediate school (Realschule 29,7%)

A quarter (24,6%) of immigrant children go to grammar school (Gymnasium)

School drop-out rate of immigrant students, without any graduationis twice as much as non immigration students

Higher rate of “late bloomers” especially by immigrant children

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Situation of immigrant students (mentees)

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Immigrant students have to accomplish higher social andcultural adaptation levels

Parents show less participationin everyday school life

Less qualitative homework support from family

Teachers give up and underestimate students, when weak performance at school is delivered

Students are confronted with prejudices

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4. Situation of immigrant students (mentees)


4. Situation of immigrant students (mentees)

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According to our experiences in the project:

Bad grades and underachievement comes not only from subject related gaps, but also from less self-confidence and demotivation

Root cause often motivational nature

Less self-confidence in their own potential

Feeling misunderstood

Lack of prospects

Downwards spiral

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Focus and goals

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5. Focus and goals

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Three Aspects of “Junge Vorbilder”

Social-emotional companionship

Subject-specific tutoring

Orientation for future prospects, career, study etc.

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Project goals:

Independence of mentees

Empowerment of mentees and mentors


The mentors

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6. The mentors

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Mentors have a immigration background

Successful graduated from the German higher secondary education system

“Experienced experts”

Close in age to the mentees

Bridge-builders between parents, teachers and mentees

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Mentoring and empowerment

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7. Mentoring and empowerment: mentors

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Opportunity to take over responsibility in organisations and society

Gaining abilities/qualifications through trainings and seminars

From mentor, to project assistant, to trainer, to project leader … ?

Recognition in community

Payment

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7. Mentoring and empowerment: qualification

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Two-days basic-training

Subject related advanced training

Learning methods

Regular mentor meetings

Train the trainer, coaching

Participating in other sub-projects (YES, MAX100, HH4S)

Certificates for participants of the project

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7. Mentoring and empowerment: mentors’ feedback

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Motivated participants

Recommendation andnew potential mentors

Suggestions for improvements

New input for seminars

New project ideas

Ambassadors of a new and self-

confident Germany

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7. Mentoring and empowerment: cooperation

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20 schools mostly in social hotspots

Regional Teacher Training Institute (LI)

University: Intercultural education (IKS)

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Project results

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Get better gradesat school

Positive impact onthe learning climate

in class

Parents better involved in every day school life

Get qualified, skilled and prepared for later

career

More than 150 mentors with different cultural background trained

Now around 40 active mentors including group mentoring

at schools

No PR needed,due to personal recommendationwithin families,

neighborhoods, schools etc.

Increased interestin cooperation from

schools, foundations, administrative bodies

8. Project results

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Mentees Mentors Community

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Mentees

Strengthening Europe through grassroots civil initiatives in education

Source

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9. Source

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Benholz, C. (2010). Förderunterricht für Kinder und Jugendliche ausländischer Herkunft an der Universität Duisburg-Essen. In Stiftung Mercator (Hrsg.). Der Mercator-Förderunterricht (S. 23-33). Münster u.a.: Waxmann.

Bundesministerium für Bildung und Forschung (2006), (2008), (2010): Bildung in Deutschland. Ein indikatorengestützter Bericht mit einer Analyse zu Bildung und Migration.

Crul, M. (2002). Success breeds success. Moroccan and Turkish student mentors in the Netherlands. International Journal for the Advancement of Counseling 24, 275-287.

Die Beauftragte der Bundesregierung für Migration, Flüchtlinge und Integration (2008). Aktion Zusammenwachsen. Bildungspatenschaften stärken, Integration fördern. Patenatlas. Berlin.

DuBois, D.L., Holloway, B.E., Valentine, J.C. & Cooper, H. (2002). Effectiveness of Mentoring Programs for Youth: A Meta-Analytic Review. American Journal of Community Psychology, Vol. 30 (2), 157-197.

Ehlers, J. (2007). Mentoring im Prozess der Berufsorientierung – eine theoriegeleitete Analyse seiner Möglichkeiten. In J. Ehlers & N. Kruse (Hrsg.). Jugend-Mentoring in Deutschland (S. 13-142). Norderstedt.

efms (europäisches forum für migrationsstudien) (2009). Förderunterricht für Kinder und Jugendliche mit Migrationshintergrund. Evaluation des Projekts der Stiftung Mercator. Kurzbericht der Evaluation. Bamberg (unveröffentlicht).

Keating, L.M., Tomishima, M.A., Foster, S. & Allesandri, M. (2002). The Effects of a Mentoring Program on At-Risk Youth. Adolescence Vol. 37 (148), 717-734.

Klemm, K. & Klemm, A. (2010). Ausgaben für Nachhilfe – teuer und unfairer Ausgleich für fehlende individuelle Förderung. Bertelsmann-Stiftung: Bielefeld.

Rohdes, J.E. (1994). Older and wiser: Mentoring relationships in childhood and adolescence. The Journal of Primary Prevention, Vol. 14 (3), 187-195.

Stiftung Mercator (Hrsg.) (2010). Der Mercator-Förderunterricht. Sprachförderung für Schüler mit Migrationshintergrund durch Studierende. Münster u.a. Waxmann.

Tierney, J.P & Grossman, J. (1995), Making a difference: An impact study. Philadelphia: Public/Private Ventures.

Freedman, M. (1993) The Kindness of Strangers: adult mentors, urban youth and the new voluntarism, San Francisco: Jossey-Bass Publishers.

Hamilton, S. F. (1991) Unrelated Adults in Adolescent Lives, Occasional Paper No 29, New York: Cornell University.

Schneider, J. (2011) Vielfalt gestallten. Junge Vorbilder – Was können Studierende mit Migrationshintergrund als Vorbilder bewirken? Pädagogik (Vol.9).


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Education

Mitsou Kanemaki