"它让我觉得我可以做出改变":对黑人和西班牙裔高中生同行指导的定性探索
Ijeoma Opara1, Isha W Metzger2, Sandy Dawoud3
1Department Social & Behavioral Sciences, Yale School of Public Health, New Haven, CT 06510, USA.
概括
这项研究探讨了新泽西城市的黑人和西班牙裔高中同行导师如何发展领导能力和个人优势. 调查结果突出了家庭对他们的指导方法和个人成长的影响.
科学领域:
- 教育心理学教育心理学
- 教育社会学教育的社会学
- 青年发展 青年发展
背景情况:
- 对高中生来说,同行指导计划是有效的.
- 关于同行导师的观点的研究有限,特别是来自代表不足的城市社区的观点.
- 需要关注辅导对辅导员自身的发展影响.
研究的目的:
- 检查在城市环境中黑人和西班牙裔高中同学导师的经验.
- 了解他们在支持指导者的角色以及他们从指导中感知到的好处.
- 确定影响他们的导师风格和发展的关键主题.
主要方法:
- 涉及14名黑人和西班牙裔高中同龄导师的定性研究.
- 来自新泽西州一个资源不足的城市社区的参与者.
- 导师经验和感知到的好处的主题分析.
主要成果:
- 出现了三个主要主题:领导能力的发展,通过激励他人来认识到个人优势,以及家庭对导师风格的影响.
- 导师报告了显著的个人成长和技能发展.
- 家庭背景在塑造导师方法方面发挥了至关重要的作用.
结论:
- 同行指导为城市有色人种青年提供了实质性的发展效益.
- 结果为未来的研究和规划提供了信息,用于在不同的城市环境中进行同行指导.
- 强调在教育干预中考虑文化和家庭影响的重要性.
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