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Role Models and Mentoring:
Projects in the United States and the Netherlands
A Report to the German Marshall Fund of the United States
July 2007
Heleen Terwijn*
Founder and Director, IMC Weekend Schools
Amsterdam, The Netherlands
*The paper benefitted greatly from the support of Paul Stafford in Dallas and Michael Dino in Denver. The author wishes to
thank all consulted students, teachers, mentors, and program leaders for their time and willingness to share their experiences.
She would also like to thank the German Marshall Fund of the United States for its contribution in making this research
trip possible.
Introduction
In November 2006, with a research grant from on-one mentoring programs. Contrary to the
the German Marshall Fund of the United States, United States, where the line between public and
I investigated the influence of role models and private is often hazy, there is traditional reluctance
mentoring programs across the United States. in the Netherlands to interfere with other people’s
While interest in mentoring programs in Europe private lives. Actively reaching out to another or
has been growing, a deep-seated tradition does not addressing a person as “needy,” if they have not
yet exist there as it does in the United States. This asked for help, is considered intrusive. Teachers,
Cumsan hendio trip offered me the opportunity to learn more about for example, would hesitate to inquire into the
con vullaorem the mentoring tradition and the concept of role home life of a student without solicitation. It
zzrilit laorting models, explicit knowledge of which is still very is probably for this reason that new mentoring
el do exer si tin limited in Europe. Understanding the American programs advertise themselves as “cool” and “fun”
ulputem iure roots of the one-on-one mentoring programs that and avoid directive interference and strict rules.
velendrer sequat. are currently emerging in Europe could be effective
in identifying transferable elements to a European Given this cultural context, the sudden popularity
Ummy nissis eum of one-on-one mentoring is interesting. One
cultural context.
dolummy nullaor explanation could be the influence of other
amconsecte With one-on-one mentoring at an all-time high in cultures. Bi-cultural Dutch — for example,
exercilisl ut the United States and quickly gaining popularity in children of Turkish and Moroccan immigrants
vullandio odo Europe, the timing was ideal. In the Netherlands, — are sharing their stories more often. Successful
mentoring already gained a reputation as the best representatives of these groups use uncommonly
means for combating social exclusion. When De forthright language to accentuate the need for
Volkskrant, one of the country’s largest newspapers, mentors and role models. Over the past 10 years,
conducted a poll last year on how to effectively attain companies have also been playing an increasingly
social change, the vote for one-on-one mentoring active role in reaching out to communities and
programs led responses by a large margin. individuals. Currently, there is an atmosphere in the
Netherlands of realization that the institutions of a
Over the last five to 10 years, mentoring has slowly welfare state are not always sufficient in supporting
begun to take shape in the Netherlands. Today, everyone. Mentoring programs seem to bridge
cities and companies alike are launching a variety some of these gaps.
of mentoring programs. Most are conceived for
students from socio-economically challenged In this changing cultural context, it is expressed
environments and tend to target students at lower more and more often that children from
educational levels. Since the Dutch school system underprivileged backgrounds in the Netherlands
is highly selective and determines by the age of 12, need role models to motivate them to advance
through national testing, which students will attend in society, especially in mentoring programs.
vocational school and which will pursue higher However, little is known in Europe about learning
education, benefiting from a mentoring program from role models and their capacity to motivate.
is considered especially important for younger Therefore, it was of specific interest to this research
students at the lowest achievement levels. project to learn more about the concept of role
models in the United States, specifically how one
Despite growing popularity, however, social generally learns from a role model and how this
perspectives in the Netherlands are not always idea is applied in mentoring programs.
conducive, culturally speaking, to fostering one-
During a one-month tour across the United States, from dropping out of school or encouraging
I had the opportunity to visit several mentoring improved academic performance, or may promote
programs and schools with mentoring programs much broader developmental objectives. Mentoring
in the underprivileged and affluent neighborhoods programs can be school-based, church-based, or
of the cities of Dallas and Denver. Furthermore, community-based and can differ in scale, structure,
I visited several colleges and universities on the East intensity, and priority attached to evaluation.
and West Coasts to collect diverse perspectives on
these programs and on role models by interviewing The principal philosophy behind one-on-one
Experts warn
students and consulting experts in the field of mentoring programs is that the constructive
that the efficient
mentoring. To complete the emerging picture development of children is inextricably dependent
upon the presence of caring adults in their lives and structuring of
with the perspectives of successful Americans,
of positive role models. When parents are unable a mentoring
I interviewed several adults on their role models and
to provide enough necessary care and support, program is critical
consulted the web site www.whomentoredyou.org.
mentoring can act as a safety net. Most one-on-one to its success
The following report is based on these interviews mentoring programs aim to establish a sustained and that it should
and the insight they provide in understanding how relationship between at-risk youth and adults who not be treated
different perspectives of one-on-one mentoring provide positive support and guidance. as a panacea for
reflect American culture. Although the report will other systemic
explore views in the United States, it also includes The diversity of existing mentoring programs
shortcomings.
comparisons with the Netherlands and concludes has complicated researchers’ findings on how
with a preliminary view on possible approaches to exactly programs are best implemented and in
mentoring programs for the Netherlands. Starting what conditions mentoring works most effectively.
with a brief overview on mentoring programs in Studies examine, for example, whether or not youth
the United States, the report further relates stories and paired mentors should preferably be of similar
from the field. socio-economic backgrounds, gender, ethnicity,
and religion as well as what might be an ideal age
Mentoring in the United States gap between the two.
In the United States, one-on-one mentoring Although impact studies show positive influence
for underprivileged youth has a long-standing of mentoring on several aspects of development,
tradition. For example, the largest mentoring researchers and experienced field workers agree
organization, Big Brothers/Big Sisters, originated that mentoring could in fact cause harm if poorly
more than 100 years ago. Today, one-on-one implemented or prematurely terminated. Therefore,
mentoring is widely practiced in the United States. the training mentors receive is critical and mentors
Target groups for mentoring most commonly should realize from the beginning that they have
include at-risk youth from poor, single-parent entered into a long-term commitment which is by
families in neighborhoods with limited outlets. no means free of obligation. Moreover, experts warn
that the efficient structuring of a mentoring program
There are thousands of different mentoring is critical to its success and that it should not be
programs in the United States, all aimed at treated as a panacea for other systemic shortcomings.
improving youth development. This can be within
narrowly defined goals, such as preventing youth
African-American, Female, 19 years, sophomore in However, while almost all students mentioned the
Many students neurobiology: “My role model is Dr. Ben Carson. importance of social engagement, they did not
indicated that He is great. I just found out that he is coming to always prioritize it:
Boston. I am so excited. He is an Afro-American
role models Asian-American, Male, 18 years, freshman in
neurosurgeon and head of medicine at Johns
inspire specific molecular cellular biology: “I’d want to change
Hopkins. His story is so inspirational. He is from
standards to live a poor background; was called stupid, and worked something. Be involved in something. But at the
up to, but are his way to Yale. Now he is a life-changing surgeon, same time, I have to develop myself as a person and
not necessarily helping people who are like him. And he is very as a scientist. That’s why I did not choose to join
complete concerned about the next generation.” Greenpeace. I have to develop myself and use that
examples to in the end. I want to prioritize my education and
follow. Asian-American, Female, 18 years, freshman in my own endeavors over that.”
neurobiology and sociology: “In terms of study and
career, my role model is my pediatrician. He is a The students expressed gratefulness to their
compassionate doctor and he really looks out for parents, to people who have helped them to get
people. He does not do it just as a career. Anyone to college, and to people from whom they have
who wants a career needs that. Whatever I do in my learned. Moreover, they were well aware of the
life, I want to do it with that much compassion.” privilege of attending their respective universities:
While these students shared revealing stories about Caucasian, Female, 19 years, sophomore in
the influence of role models in their lives, they did environmental science: “It is worth it to work harder.
not perceive themselves as a mere reproduction of You actually feel like you are expanding your mind
any one particular role model either. Many students together with the smartest people of America. The
indicated that role models inspire specific standards quality of classmates is so amazing. They are all able
to live up to, but are not necessarily complete to be successful. And I can learn from them.”
examples to follow. Asian-American, Male, 18 years, freshman in
As one student explained, “Definitely, I want to be science: “The teachers here are amazing. They are
like them [advocates for civil rights]. At the same not only teaching but they give you interest in a
time, I understand that I cannot be them. I have subject and hand over their own. This is a land of
to develop my own persona.” Another stated, “It is opportunity. That is really a privilege, especially the
hard to find people you want to emulate completely. opportunity to study at Harvard.”
You take something from everyone.” A general consensus that the United States is a
Most noticeable was a desire to become responsible land of opportunity, freedom, and principles that
citizens engaged in society. This is not only what are important to live up to and defend resonated
the students’ schools encourage, but what they want among the students interviewed. When asked,
85 percent of students responded that they are
As an example of the second category described, Of the 75 students, each could relate to role
CNN’s Larry King explains how role models models with the exception of a small group of four
helped to inspire his career but does not allude set apart from the rest in a corner of the room.
to the foundation of identity formation. “When I While these students were cooperative and did fill
was a child, all I wanted to do was be on the radio, in the questionnaire, they left the section on role
and there were two great radio broadcasters who models blank. The teacher had taken a particular
influenced me and who I admired. Arthur Godfrey interest in these students and revealed, in private,
was a wonderful broadcaster who exemplified their very troubled home situations. When I
great values — he was a risk taker, had a great noticed that these students had not written about
personality, and above all, he was always himself. role models and asked them why, they expressed
Red Barber was a Dodger announcer to whom distrust. They said things like: “I don’t look up
I not only listened as a child, but also tried to to anybody.” “I just don’t let that happen to me.”
imitate. I can remember pretending to be him “They are not going to do anything for you.”
when I was about ten years old, doing imaginary “You’ll have to do it yourself anyway.”
sports broadcasts by myself. I later met and worked These stories exemplify the psychological
with both of these men, which was like living out foundation of all learning in life: basic trust. In
a dream. Both of these men had an enormous fact, they also suggest that what the most troubled
influence on my career as a radio broadcaster, for kids need is not simply someone to look up to, but
they taught me several important lessons.” someone who can gain their trust and, eventually,
Because the impact of parents, mentors, and in whom they can confide. It was painful to observe
inspiring role models in an individual’s life are often that, while these students were cooperative, they
intertwined in the developmental process, rhetoric rejected the idea that others might positively