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The Need for Mentoring in the Bay Area
A Social Disconnect — continued

 

George Bernard Shaw said “The problem with poor people is poverty.” But helping people out of poverty is not just a matter of attending to their material needs.

Welfare checks, food stamps, subsidized housing – these are helpful but insufficient. They have not demonstrated any wide effectiveness at addressing the symptoms and causes of concentrated, multi-generational poverty.

 

Looking at these symptoms and causes, it’s no wonder:
  • Children living in concentrated, multi-generational poverty are less connected – to their schools, to their neighborhoods, and to the expectations of the wider world.
  • They are exposed to more violence.
  • They are less supported by adults, and so must turn to peer groups.
  • They have more stress and fewer places to turn to relieve it.
  • They have fewer opportunities to develop the skill sets that lead to a better life – or even know what those are.
  • They have few positive role models.
  • They come to have lower expectations for themselves – and to cope with the disappointments of the present by not dreaming of a better tomorrow.

These are not problems that can be solved with a donation. Attending to the material needs of these children is important – but attending to their lack of connectedness, their lack of social capital, is critical.

 

How do we do that?

In her book “Safe Passage: Making it through a Risky Society,” Joy Dryfoos notes that young people who choose to make healthy decisions and escape their high-risk environment all share one characteristic: there is a caring adult who helped them – either a parent, relative or mentor.

Children in entrenched poverty are no different from their middle-and-upper-class peers: they need responsible, caring, consistently present adults in their lives who can model behavior and provide a connection to the larger world.

With such adults present, children in even the most entrenched poverty have proven capable of pulling themselves out and changing the course of history.

At Big Brothers Big Sisters, we see that happening every day. The process by which children are matched with an adult who can play this role in their lives is called “Mentoring.”

 

Footnotes
  1. Data provided by Education Week
  2. Based on 2000 Census Data compiled by the National Campaign to Prevent Teen Pregnancy
  3. Compiled from the 2005 Census update
  4. The Concentration of Negative Child Outcomes in Low-Income Neighborhoods; Mark Mather and Kerri L. Rivers; The Annie E. Casey Foundation Population Reference Bureau, February 2006
  5. Compiled from the 2005 Census update
  6. Serving Low-income Families in Poverty Neighborhoods; Using Promising Programs and Practices: Building a Foundation for Redesigning Public and Nonprofit Social Services; Bay Area Social Services Coalition
  7. The Environment of Childhood Poverty; American Psychologist; Volume 59(2), February/March 2004, p 77-92
  8. Concentrated Poverty vs. Concentrated Affluence: Effects on Neighborhood Social Environments and Children's Outcomes; Anne R. Pebley and Narayan Sastry; RAND; May, 2003
  9. As rich-poor gap widens in U.S., class mobility stalls; David Wessel; Wall Street Journal, Friday, May 13, 2005
  10. Enduring Poverty and the Conditions of Childhood: Lifecourse and Intergenerational Poverty Transmissions; Caroline Harper, Rachel Marcus, Karen Moore; World Development Vol. 31, No. 3, pp. 535–554, 2003
  11. The Intergenerational Transfer of Psychosocial Risk; Mediators, Vulnerability and Resilience; Lisa A. Serbin and Jennifer Karp; Annual Revue of Psychology, 55:333-63, 2004
  12. The Environment of Childhood Poverty; American Psychologist; Volume 59(2), February/March 2004, p 77-92
  13. Ibid
  14. Ibid
  15. Ibid
  16. Ibid
  17. Ibid
  18. Enduring Poverty and the Conditions of Childhood: Lifecourse and Intergenerational Poverty Transmissions; Caroline Harper, Rachel Marcus, Karen Moore; World Development Vol. 31, No. 3, pp. 535–554, 2003