Skip to main content

Advertisement

SpringerLink
Log in

Educationally-Based, Culturally-Sensitive, Theory-Driven Mentorship Intervention with At-risk Native American Youth in South Dakota: A Narrative Review

  • Original Paper
  • Published:
Journal of Child and Family Studies Aims and scope Submit manuscript

Abstract

Native American youth struggle with many social issues such as poverty, drug and alcohol abuse, teen pregnancy, and dropping out of high school, as a result of historical trauma and the current conditions on the reservation. This narrative review found that existing mentorship programs lack adequate research, particularly with Native American youth and youth from rural settings, yet the limited research does demonstrate potential promise. Available research findings suggest that mentorship programs are supporting at-risk youth generally, particularly with increasing their self-worth as well as having educational benefit for the youth. Two theoretical frameworks, strengths perspective and social learning theory, have been determined to offer support to increase the value of mentorship programs for Native American youth. This narrative review concludes that by understanding the social issues and the impact of historical trauma as well as understanding the use of applied theories, strong programming, and helpful factors or considerations, a culturally-sensitive, educationally-based mentorship intervention has potential to support at-risk Native American youth feel motivated to move forward with their educational futures.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • Adams, D. W. (1995). Education for extinction: American Indians and the boarding school experience, 1875-1928. Lawrence, KS: University Press of Kansas.

    Google Scholar 

  • Adelman, H. S., Taylor, L., & Nelson, P. (2013). Native American students going to and staying in postsecondary education: An intervention perspective. American Indian Culture and Research Journal, 37(3), 29–56.

    Article  Google Scholar 

  • American Academy of Child & Adolescent Psychiatry (2004). When children have children. Facts for Families. http://www.aacap.org/aacap/Families_and_Youth/Facts_for_Families/Home.aspx.

  • Bandura, A. (1969). Principles of behavior modification. New York, NY: Holt, Rinehart, and Winston, Inc.

    Google Scholar 

  • Bandura, A. (1977a). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215.

    Article  PubMed  Google Scholar 

  • Bandura, A. (1977b). Social learning theory. Englewood Cliffs, NJ: Prentice Hall.

    Google Scholar 

  • Barron-McKeagney, T., Woody, J. D., & D’Souza, H. J. (2001). Mentoring at-risk Latino children and their parents: Impact on social skills and problem behaviors. Child and Adolescent Social Work Journal, 18(2), 119–136.

    Article  Google Scholar 

  • Barusch, A. S. (2012). Foundations of social policy. Belmont, CA: Brooks/Cole.

    Google Scholar 

  • Big Brothers Big Sisters of America (2014). Starting something since 1904. 100 years of history. http://www.bbbs.org/site/c.9iILI3NGKhK6F/b.5960955/k.E56C/Starting_something_since_1904.htm.

  • Bowen, D. E. (2005). Honoring the elders: Interviews with two Lakota men. Journal of Sociology and Social Welfare, 32(1), 125–134.

    Google Scholar 

  • Bridgeland, J. M., Dilulio, Jr., J. J., & Morison, K. B. (2006). The silent epidemic, perspectives of high school dropouts. A Report by Civic Enterprises in association with Peter D. Hart Research Associates for the Bill & Melinda Gates Foundation. pp. 1–35.

  • Britner, P. A., Balcozar, F. E., Blechman, E. A., Blinn-Pike, L., & Larose, S. (2006). Mentoring special youth populations. Journal of Community Psychology, 34(6), 747–763. doi:10.1002/jcop.20127.

    Article  Google Scholar 

  • Carroll, B., Mitchell, H., Tambe, P., & St. John, M. (2010). Supporting Native American students along STEM education pathways: Finding from an exploratory study of South Dakota’s educational landscape. Inverness Research, 1–32.

  • Center for Disease Control and Prevention (2010). Injury prevention & control: Motor vehicle safety: American Indians/Alaska Natives (AI/AN): Fact sheet. http://www.cdc.gov/motorvehiclesafety/native/factsheet.html.

  • Cheon, J. W., & Canda, E. R. (2010). The meaning and engagement of spirituality for positive youth development in social work. Families in Society: The Journal of Contemporary Social Services, 91(2), 121–126. doi:10.1606/1044-3894.3981.

    Article  Google Scholar 

  • Clark, M. D. (2001). Change-focused youth work: The critical ingredients of positive behavior change. Journal of the Center for Families, Children & the Count, 1–14.

  • Cowger, C. (1994). Assessing client strengths: Clinical assessment for client empowerment. Social Work, 39(3), 262–268.

    PubMed  Google Scholar 

  • Crofoot Graham, T. L. (2002). Using reasons for living to connect to American Indian healing traditions. Journal of Sociology and Social Welfare, XXIX(1), 55–75.

    Google Scholar 

  • Deeming, P., & Johnson, L. L. (2009). An application of Bandura’s social learning theory: A new approach to deafblind support groups. Journal of the American Deafness & Rehabilitation Association (JADARA), 2009 Conference Issues Supplement, 203–209.

  • Dondero, G. M. (1997). Mentors: Beacons of hope. Adolescence, 32(128), 881–886.

    PubMed  Google Scholar 

  • Dorgan, B. L. (2010). The tragedy of Native American youth suicide. Psychological Services, 7(3), 213–218. doi:10.1037/a0020461.

    Article  Google Scholar 

  • DuBois, D. L., Doolittle, B. T., Yates, B. T., Silverhorn, N., & Tebes, J. K. (2006). Research methodology and youth mentoring. Journal of Community Psychology, 34(6), 657–676. doi:10.1002/jcop.20122.

    Article  Google Scholar 

  • 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, 30(2), 157–197. doi:0091-0562/02/0400-0157/0.

    Article  PubMed  Google Scholar 

  • Early, T. F., & GlenMaye, L. F. (2000). Valuing families: Social work practice with families from a strengths perspective. Social Work, 45(2), 118–130.

    Article  PubMed  Google Scholar 

  • Edwards, K. A. (2009). Minorities, less-educated workers see staggering rates of underemployment. Economic Policy Institute. http://www.epi.org/publication/minorities_less-educated_workers_see_staggering_rates_of_underemployment/.

  • Engel, M. H., Phillips, N. K., & DellaCava, F. A. (2010). Cultural difference and adoption policy in the United States: The quest for social justice for children. International Journal of Children’s Rights, 18, 291–308. doi:10.1163/092755609X12488514988991.

    Article  Google Scholar 

  • Erz, R., & Loudenburg, R. (2010). South Dakota substance abuse epidemiological profile. Division of Alcohol and Drug Abuse, South Dakota Department of Human Services. http://dss.sd.gov/behavioralhealthservices/community/docs_ada/SEOW/2010EpiProfile.pdf.

  • Franzblau, S. H., & Moore, M. (2001). Socializing efficacy: A reconstruction of self-efficacy theory within the context of inequality. Journal of Community & Applied Social Psychology, 11, 83–96. doi:10.1002/casp.617.

    Article  Google Scholar 

  • Goldsmith, D. J. (2002). In the best interests of an Indian child: The Indian Child Welfare Act. Juvenile & Family Court Journal, 53(4), 9–17.

    Article  Google Scholar 

  • Goodluck, C. (2002). Native American children and youth well-being indicators: A strengths perspective. National Indian Child Welfare Association, 1–58.

  • Grodsky, E., & Jones, M. T. (2007). Real and imagined barriers to college entry: Perceptions of cost. Social Sciences Research, 36(2), 745–766.

    Article  Google Scholar 

  • Grossman, J. B., & Rhodes, J. E. (2002). The test of time: Predictors and effects of duration in youth mentoring relationship. American Journal of Community Psychology, 30(2), 199–219. doi:0091-0562/02/0400-0199/0.

    Article  PubMed  Google Scholar 

  • Guillory, R. M. (2009). American Indian/Alaska Native college student retention strategies. Journal of Developmental Education, 33(2), 12–38.

    Google Scholar 

  • Holcombe, E., Peterson, K., & Manlove, J. (2009). Ten reasons to still keep the focus on teen childbearing. Child Trend, Research Brief, Publication #2009-10. http://www.childtrends.org.

  • Jackson, A. P., Smith, S. A., & Hill, C. L. (2003). Academic persistence among Native American college students. Journal of College Student Development, 44(4), 548–565. doi:10.1353/csd.2003.0039.

    Article  Google Scholar 

  • Joe, J. R., Chong, J., Young, R., Lopez, D., Jones, B. J., & Galkowski, G. (2008). Final report: Participatory evaluation of the Sisseton Wahpeton Oyate IASAP demonstration project. Native American Research and Training Center (NARTC), 1–55. https://www.ncjrs.gov/pdffiles1/nij/grants/222740.pdf.

  • Jucovy, L. (2002). Measuring the quality of mentor-youth relationships: A tool for mentoring programs. Philadelphia, PA: Public/Private Ventures.

    Google Scholar 

  • Karunanayake, D., & Nauta, M. M. (2004). The relationship between race and students’ identified career role models and perceived role model influence. Career Development Quarterly, 52(3), 225–234.

    Article  Google Scholar 

  • Kim, K., Jain, S., Westhoff, G., & Rezabek, L. (2008). A quantitative exploration of preservice teachers’ intent to use computer-based technology. Journal of Instructional Psychology, 35(3), 275–287.

    Google Scholar 

  • Lee, M. Y. (2003). A solution-focused approach to cross-cultural clinical social work practice: Utilizing cultural strengths. Families in Society: The Journal of Contemporary Human Services, 84(3), 385–395.

    Article  Google Scholar 

  • Loughan, A., & Perna, R. (2012). Neurocognitive impacts for children of poverty and neglect. American Psychological Association. http://www.apa.org/pi/families/resources/newsletter/2012/07/neurocognitive-impacts.aspx.

  • Manlove, J. (1998). The influence of high school dropout and school disengagement on the risk of school-age pregnancy. Journal of Research on Adolescence, 8(2), 187–220.

    Article  PubMed  Google Scholar 

  • McCabe, P. P. (2006). Convincing students they can learn to read. Crafting self-efficacy prompts. Clearing House, 79(6), 252–257.

    Article  Google Scholar 

  • McCarthy, J. E., & Benally, J. (2003). Classroom management in a Navajo Middle School. Theory into Practice, 42(4), 296–304.

    Article  Google Scholar 

  • McMahon, T. R., Kenyon, D. B., & Carter, J. S. (2012). “My culture, my family, my school, me”: Identifying strengths and challenges in the lives and communities of American Indian youth. Journal of Child & Family Studies, 22, 694–706. doi:10.1007/s10826-012-9623-z.

    Article  Google Scholar 

  • Miller, R. B., & Brickman, S. J. (2004). A model of future-oriented motivation and self-regulation. Educational Psychology Review, 16(1), 9–33. doi:1040/726X/04/0300-0009/0

    Article  Google Scholar 

  • Mooradian, J. K., Cross, S. L., & Stutzky, G. R. (2006). Across generations: Culture, history, and policy in the social ecology of American Indian grandparents parenting their grandchildren. Journal of Family Social Work, 10(4), 81–101. doi:10.1300/J039v10n04_04.

    Article  Google Scholar 

  • Morrison, C., Fox, K., Cross, T., & Paul, R. (2010). Permanency through Wabanaki eyes: A narrative perspective from “the people who live where the sun rises.” Child Welfare, 89(1), 103–123.

    PubMed  Google Scholar 

  • National Center for Education Statistics (2008). Table 7.1. Percentage distribution of adults ages 25 and over, by highest level of educational attainment and race/ethnicity: 2007. Status and trends in the education of American Indians and Alaska Natives: 2008. http://nces.ed.gov/pubs2008/nativetrends/table_7_1.asp?referrer=report.

  • National Institute on Alcohol Abuse and Alcoholism (2013). The Effects of alcohol on physiological processes and biological development. National Institute on Alcohol Abuse and Alcoholism. http://pubs.niaaa.nih.gov/publications/arh283/125-132.htm.

  • National Parks Service (2000). In the challenges and limitations of assimilation: Indian Boarding Schools, 1–5. http://www.cr.nps.gov/history/school.pdf.

  • O’Brien, K., Pecora, P. J., Echohawk, L. A., Evans-Campbell, T., Palmanteer-Holder, N., & White, C. R. (2010). Educational and employment achievements of American Indian/Alaska Native alumni of foster care. Families in Society: The Journal of Contemporary Social Services, 91(2), 149–157. doi:10.1606/1044-3894.3974.

    Article  Google Scholar 

  • Pryce, J., & Keller, T. (2012). An investigation of volunteer-student relationship trajectories within school-based youth mentoring programs. Journal of Community Psychology, 40(2), 228–248. doi:10.1002/jcop.20487.

    Article  Google Scholar 

  • Purzer, S. (2011). The relationship between team discourse, self-efficacy, and individual achievement: A sequential mixed-methods study. Journal of Engineering Education, 100(4), 655–679.

    Article  Google Scholar 

  • Redmond, A., Thomas, J., High, K., Scott, M., Jordan, P., & Dockers, J. (2011). Enriching science and math through engineering. School Science and Mathematics, 111(8), 399–408. doi:10.1111/j.1949-8594.2011.00105.X.

    Article  Google Scholar 

  • Reid, P. T., & Roberts, S. K. (2006). Gaining options: A mathematics program for potentially talented at-risk adolescent girls. Merrill-Palmer Quarterly, 52(2), 288–304.

    Article  Google Scholar 

  • Rhodes, J. E., Bogat, G. A., Roffman, J., Edelman, P., & Galasso, L. (2002). Youth mentoring in perspective: Introduction to the special issue. American Journal of Community Psychology, 30(2), 149–155. doi:0091-0562/02/0400-0149/0.

    Article  PubMed  Google Scholar 

  • Rhodes, J., Reddy, R., Roffman, J., & Grossman, J. B. (2005). Promoting successful youth mentoring relationships: A preliminary screening questionnaire. The Journal of Primary Prevention, 26(2), 147–167. doi:10.1007/s10935-005-1849-8.

    Article  PubMed  Google Scholar 

  • Saleebey, D. (1992). The strengths perspective in social work practice. White Plains, NY: Longman.

    Google Scholar 

  • Saleebey, D. (1996). The strengths perspective in social work practice: Extensions and cautions. Social Work, 41(3), 296–305.

    PubMed  Google Scholar 

  • Salzman, M. (2000). Promoting multicultural competence: A cross-cultural mentorship project. Journal of Multicultural Counseling and Development, 28(2), 119–124.

    Article  Google Scholar 

  • Saville, P. D., Bray, S. R., Martin Ginis, K. A., Cairney, J., Marinoff-Shupe, D., & Pettit, A. (2014). Sources of self-efficacy and coach/instructor behaviors underlying relation-inferred self-efficacy (RISE) in recreational youth sport. Journal of Sport & Exercise Psychology, 36(2), 146–156. doi:10.1123/jsep.2013-0144.

    Article  Google Scholar 

  • Shotton, H. J., Oosahwe, E. S. L., & Cintron, R. (2007). Stories of success: Experiences of American Indian students in a peer-mentoring retention program. The Review of Higher Education, 31(1), 81–107.

    Article  Google Scholar 

  • Silberman, I. (2003). Spiritual role modeling: The teaching of meaning systems. The International Journal for the Psychology of Religion, 13(3), 175–195.

    Article  Google Scholar 

  • Southern Education Foundation (2013). A new majority, low income students in the south and nation. http://www.southerneducation.org/getattachment/0bc70ce1-d375-4ff6-8340-f9b3452ee088/A-New-Majority-Low-Income-Students-in-the-South-an.aspx.

  • The DASIS Report (2003). American Indian/Alaska Native treatment admissions in rural and urban areas: 2000. Office of Applied Studies, Substance Abuse and Mental Health Services Administration (SAMHSA), 1–4. http://www.oas.samhsa.gov/2k3/IndianMetroTx/IndianMetroTx.pdf.

  • Thompson, L. A., & Kelly-Vance, L. (2001). The impact of mentoring on academic achievement of at-risk youth. Children and Youth Services Review, 23(3), 227–242.

    Article  Google Scholar 

  • Tierney, J. P., & Branch, A. Y. (1992). College students as mentors for at-risk youth: A study of six campus partners in learning programs. Philadelphia, PA: Public/Private Ventures. http://eric.ed.gov/?id=ED354285.

    Google Scholar 

  • Tierney, W. G., Sallee, M. W., & Venegas, K. M. (2007). Access and financial aid: How American-Indian students pay for college. Journal of College Admission, Fall 2007: 15–34.

  • Torres, M. (2013). Youth mentoring linked to many positive effects in children, new CAMH and Big Brothers Big Sisters research shows. Centre for Addiction and Mental Health. http://www.camh.ca/en/hospital/about_camh/newsroom/news_release_media_advisories.

  • Tyler, J. H., & Lofstrom, M. (2009). Finishing high school: Alternative pathways and dropout recovery. The Future of Children, 19(1), 77–103.

    Article  PubMed  Google Scholar 

  • U.S. Census Bureau (2010). Table 84. Teenagers-births and birth rates by age, race, and Hispanic origin: 1990 to 2009. http://www.census.gov/compendia/statab/2012/tables/12s0084.pdf

  • U.S. Census Bureau (2012a). American Indian and Alaska Native heritage month. CB12-FF.22, October 25, 2012. U.S. Census Bureau News, Profile America Facts for Features. http://www.census.gov/newsroom/releases/pdf/cb12ff-22_aian.pdf.

  • U.S. Census Bureau (2012b). Poverty rates for selected detailed race and Hispanic groups by state and place. http://www.census.gov/prod/2013pubs/acsbr11-17.pdf.

  • University of Kansas (2013a). Paradigm shift. http://www.socwel.ku.edu/strengths/about/index.shtml.

  • University of Kansas (2013b). What is the strengths perspective? http://www.socwel.ku.edu/strengths/about/index.shtml.

  • Valentino, S., & Wheeler, M. (2013). Big Brothers Big Sisters report to America. 2013 Youth Outcomes Report. http://www.bbbs.org/atf/cf/%7B8778D05C-7CCB-4DEE-9D6E-70F27C016CC9%7D/20130425_BBBSA_YOS2013.pdf.

  • Voss, R. W., Douville, V., Soldier, A. L., & Twiss, G. (1999). Tribal and shamanic-based social work practice: A Lakota perspective. Social Work, 44(3), 228–241.

    Article  Google Scholar 

  • Winer, A. C., & Thompson, R. (2013). How poverty and depression impact a child’s social and emotional competence. Policy Brief, Center for Poverty Research, 1(10), 1–2.

    Google Scholar 

Download references

Acknowledgments

This article was inspired by the Native American youth of the tribal school, Enemy Swim Day School supported by the Sisseton Wahpeton Oyate tribe on the Lake Traverse reservation in South Dakota. The youth, as mentees, celebrated and benefited from the strengths of the mentorship program while sharing of themselves and their culture with the college student mentors. In addition, this article was inspired by the college students who committed whole-heartedly as well as freely became a learning participant to this mutually-beneficial partnership as they served as mentors for this mentorship program. Together, this mentorship program positively influence both the youth and college students personally and educationally.

Author information

Authors and Affiliations

  1. University of Wisconsin-Stout, Tainter Hall, #322, Menomonie, WI, 54751, USA

    Crystal Aschenbrener

  2. Box 509, Sisseton Wahpeton Oyate, Agency Village , SD, 57262, USA

    Sherry Johnson

Authors
  1. Crystal Aschenbrener
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Sherry Johnson
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Crystal Aschenbrener.

Ethics declarations

Conflict of interest

The authors declare that they have no conflict of interest.

Ethical Approval

This research has been approved by the tribal school—school board as well as the IRB from the University of Wisconsin-Stout. The tribal school and tribal education ensures the research is safe, appropriate, and cultural sensitive.

Informed Consent

Informed consent is always gathered from both the target group, Native American seventh/eighth graders and their parent/guardian. The tribal school ensures parents/guardians are aware and comfortable with their children participate in the research.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Aschenbrener, C., Johnson, S. Educationally-Based, Culturally-Sensitive, Theory-Driven Mentorship Intervention with At-risk Native American Youth in South Dakota: A Narrative Review. J Child Fam Stud 26, 14–27 (2017). https://doi.org/10.1007/s10826-016-0537-z

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10826-016-0537-z

Keywords

Search

Navigation