Title
Teaching them, teaching me: youth conceptualize benefits of being a mentor in an indigenous high school peer mentoring program
Document Type
Article
Publication Date
10-10-2019
Journal
Mentoring & Tutoring: Partnership in Learning
Volume
27
Issue
5
First Page
531
Last Page
548
URL with Digital Object Identifier
https://doi.org/10.1080/13611267.2019.1675851
Abstract
In this mixed methods case study, we investigated the benefits of being a youth mentor to younger peers as part of the Fourth R: Uniting Our Nations Peer Mentoring Program for Indigenous youth. Data were collected from 11 youth mentors via interviews and returned to them for interpretation and meaning-making through a statement sorting and rating activity as part of a group concept mapping procedure. The group concept mapping revealed three themes: (a) Cultural Connections, (b) Benefits to Self, and (c) Relationships with Family and Friends. Implications for programming are discussed and the benefit of group concept mapping as a culturally appropriate methodology is highlighted.
