The effects of male mentoring program on student behavior of Latino Male

Review of the Literature

Major Themes

Historical Aspect of Mentoring

Mentoring has existed for thousands of years since the Ancient Greek times. Since 1970, it has been spreading over United States and mainly based on training contexts and links to movements of women and the minority. Mentorship programs have been fundamental in making sure that Latino males are able to develop in all social ways and to believe in themselves.

Mentoring Strategies that Address Behavior

The mentoring program described in this research aims at mentoring Latino males and support their desire at achieving success in education or other careers. One example this type of mentoring program is called Project MALES. Project MALES is made up of interrelated initiative such as; mentorship, research and collective impacts (Saenz, n.d). Practitioner communities involved assist in making sure that these males are mentored into being important figures and that they display characters that show integrity in to the society. The project is recommendable, and any person concerned with the wellbeing of Latino men should encourage such projects.

Community and School Based Mentorship Programs

Dension & Hill (2010) describes these approaches as conventional whereby they bring the mentor and mentee together so that they can carry out a one-on-one mentorship. The matching is based on one’s race, cultural background, upbringing or beliefs. A shared economic status may also be considered at this case and other factors such as; gender, spoken language and life experiences.

Mentoring Models Specific for Latino Male Individuals

In regard to the mentorship of Latino males, two theoretical concepts are encouraged which include; mentoring networks and social exchange theories. It is argued that each theoretical concept has an offering that aims at benefiting the Latino male individuals. For instance”, the social exchange theory offers mentorship parties a mutual benefit in which they acquire maximum satisfaction through their close relationship. It is also suggested that the mentoring networks involved give the mentee the chance to access multiple channels to gain social capital (Dubois et al 2011).

Male Mentorship Models

Mentoring is a major component when it comes to nurturing any young individual. It aids in facilitating learner’s social integration (Gordon et al 2009). It also involves the inclusion of large forms which push for the support of professional and career growth. Exchange of information during this process is reciprocal and can at times be personal.

Cross-Age Mentoring

According to this is described as mentorship while in middle school or at a high school level. Constant meetings are held which can occur weekly for a consistent period of time. The mentoring programs involves; conversations, curricula activities and play. The programs assist in forging close relationships whereby the mentee gets praise, empathy and constant attention from the mentee (Rhodes & Chan 2008).

Intergenerational mentoring

This is a mentoring relationship by which Latino youths are mentored by adults who are above the age of 50. In this type of mentoring the relationship created is beneficial to both parties. The elder party passes skills and knowledge to younger people validating their own life experiences. The characteristics of this type of mentoring include; frequent contact and constant communication which lasts for a period of time.

Natural Mentoring

This is characterized as the mentorship between non parental adults and the youths. This may also include extended family members, neighbors or teachers whereby the young person gains support and guidance from the developed relationship

idence and also expound their capabilities (Johnson 2013).

Developmental mentoring

The core focus in this type of mentorship is to develop a mentee & mentor relationship with the objective of endorsing social, academic and emotional youth development. This type of mentoring is characterized by the two parties being involved in activities that are recreational such as playing games (Johnson 2013).

Instrumental Mentoring

It is structured to create a relationship by which specific skills are gained or rather achievements are attained after a relationship term; it is more of offering guidance (Dubois et al 2011). The tasks and goals involved are meant to encourage the mentee to carry out predominant tasks that are majorly based on goal setting so as to attain varied skills that can be beneficial in life.

Reciprocal Mentoring

This type of mentoring is different from conventional ways of mentoring which encourage a one way of sharing data. In reciprocal mentoring, the data flows in a two-way exchange whereby both individuals are expected to benefit from the relationship. The two build a collaborative relationship so that the two parties can learn from each other and also assist each other in varied ways.

Challenges of Male Mentorship

The long term success for Latino Male individuals and other males of colors has become a time to time focus of state and other federal policy initiatives. There are many Latino male individuals whom have been denied chances to have the benefits like other individuals having the same gender from other races especially when it comes to developed nations (Dension & Hill, 2010)

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