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Using Research to Foster College Women’s Community Engagement
and Academic Service Learning: The Young Women Leaders Program
Edith “Winx” Lawrence, Nancy L. Deutsch, Joanna Lee Williams, Lauren J. Germain, Jenna H. Marshall, Afi Wiggins
Inaugural Academic SymposiumApril 14, 2011Charlottesville, VA
Youth Mentoring and College Student Community Engagement
•Popular option▫Over 4,500
programs•College students
well-suited to be mentors▫Proximity in age▫Similar issues▫Available
Concerns from Mentoring Field•Not tied to
community (Tierney & Branch, 1992)
•Different race and social class than mentees (DuBois et.al., 2002)
•Inconsistent and insensitive mentoring can have negative effect on mentees (Rhodes, 2002; Spencer, 2007)
Young Women Leaders Program
•Uses an academic service-learning format (Astin et al., 2000; Eyler & Giles, 1999; Rhoads, 1998)
▫Integration of knowledge and service
▫ Reflection
▫Supervision & support
Big Sister Activiti
es
Big Sister
Meeting
Mentoring Group
One-on-one
Mentoring
Class
YWLP Structure for Mentors Facilitat
or
Little Sister
Academic service-learning: Class Big sister meeting Group & one-on-one time
(6-8 pairs in a group)
YWLP Research Design
•Mixed Methods▫Pre/Post Surveys▫Observations▫Interviews
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Research Findings
1. Mentor commitment▫Community engagement format
2005-07 (n=104) 88%▫Academic service learning format
2007-09 (n=127) 95%
2. Integration of knowledge and service
▫ Course evaluations from 2008-10 (2 cohorts) Course worthwhile: 94% agreed or strongly
agreed Learned a great deal in course: 92% Program and course supported navigation
of issues related to cultural diversity: 69%
“This class is an invaluable supplement to the YWLP mentoring program. Not only do program mentors get the opportunity to interact with middle school young women on a weekly basis, but they are prepared through academic readings and study, allowing for a more effective, knowledgeable and prepared mentor role model.”
3. Navigating difference (Lee, Germain, Lawrence & Marshall, 2010)
• Study using 2005-08 sample (4 cohorts) compared mentors to college women on self-reported behavioral change (YWLP = 256; control = 261)
• Chi square test revealed mentors significantly more likely than comparison group to report positive change in ability to:
▫ Listen to people with different views than self (χ2 =25.58, df = 2, p= <.05 )
▫ Interact with people different from self (χ 2 = 23.34, df = 2, p= <.05)
▫ Support their friends (χ 2 = 8.61, df =2, p= <.05)
▫ Deal with problems (χ 2 = 5.98, df =2 , p= <.05)
• Small effect sizes (.12 to .25; Cohen 1988)
Self-Reported Tolerance
10Changes in self-reported tolerance among YWLP mentors and the comparison group. (Lee, Germain, Lawrence, & Marshall, 2010)
Qualitative analysis of 33 interviews from 2008-09
a. Over half commented on structural diversity and learning in YWLP
▫ From other mentors in group: “I learned that I can be friends with different people because all the Big Sisters are so different.”
▫ From mentee: “So that’s what I’ve learned from her-that no matter where you grow up there’s so many different types of people out there that don’t just think like I do. It opened my mind, my eyes. It was good.”
b. Program level support for intergroup contact
▫Class 36.4% (n=12)▫Big sister group 75.7% (n=25 )
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Conclusions• Academic service learning class can enhance
college students’ commitment to community service
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•Provides college students opportunities to:▫Integrate knowledge & service▫Reflect▫Receive supervision & support
And successfully navigate cultural differences
Next StepsWhat program factors promote mentor
effectiveness?▫Program Structure
ASL format Integrating knowledge & service Reflection Supervision & support
Group & one-on-one mentoring Promoting vs. inhibiting dialogue Modeling solutions
▫Training Topics (mentoring skills, cultural
competence) Format (video, web-based)
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Key Figures & Funders• Edith “Winx” Lawrence,
Director• Jennifer Merritt, Assoc.
Director• Melissa Levy, Asst. Director• Nancy Deutsch, Director of
Research• Graduate Student RA’s
▫ Lauren Germain,▫ Angela Hennberger▫ Jennifer Leyton ▫ Jenna Marshall ▫ Amanda Sovik-Johnston▫ Janelle Summerville▫ Clare Vierbuchen▫ Afi Wiggins
Sources of Funding:• US Department of Education• US Department of Justice• W.T. Grant Foundation• University of Virginia:
▫ Jefferson Public Citizens▫ Commission on the Future of
the University*▫ Vice-Provost’s for
International Programs
YWLP is sponsored by UVa’s:Women’s CenterCurry School of EducationYouth Nex