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The Need for Mentoring in the Bay Area
Mentoring is the Answer

 

The first day Big Brother Tom met Little Brother Mike, they talked about school. “I’ve got seven more years of school left,” said Mike, age 10. “Then I never want to think about it again.” Tom asked “What about college?” “College?” said Mike. “College isn’t for people like me.” Tom was shocked, but didn’t try to talk him out of that. Instead, he became Mike’s friend – his older brother – and took him places that would expand his horizons. Museums, libraries, and lots of events on college campuses. Tom made sure Mike saw first hand just how much fun college life could be. Two years later, while talking about a business trip Tom had just taken, Mike asked “Do you think I could work with you when I finish college?” Tom’s heart stopped beating. “Are you going to college?” he asked. Mike looked at his Big Brother incredulously, “Of course!” he replied.

Mentors provide social capital by giving children responsible role models; by providing a sense of society’s expectations; by opening their horizons to new possibilities; by answering questions about those possibilities; and by giving them a sense that they are part of a larger network rather than condemned to society’s fringe.

 

Sometimes mentors do extraordinary good just by taking children out of their neighborhoods and giving them a sense of bigger world, as in the case of Mike above. Notice that Ramon, Tray, and Neil had never left their cities of birth.

Mentoring is not a quick fix with instant results: it is a long term investment in a better tomorrow. Significant benefits from mentoring often don’t begin manifesting until after the first year of the match.

However, in the long-term, mentoring works – a small army of studies demonstrate that – and once mentoring in an area reaches a “critical mass,” the social decay caused by concentrated, multi-generation poverty can be reversed neighborhood by neighborhood.

As children in areas of entrenched poverty get mentors, their risk factors for unhealthy behaviors go down; once enough children have mentors, the risk factors of the entire neighborhoods will decline. Once a critical mass is reached, the social dynamics begin to work for children instead of against them: more children have the social capital to access adults who model positive behavior, and these children will in turn create an environment of heightened expectations for their peers and younger siblings. “Peer pressure” will lead towards healthy behaviors.

 

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