Mentoring
Multicultural Approach to Adult Mentoring
Disadvantaged adults take place in the community and need special attention to enhance their life. The disadvantaged adult population mostly comes from various cultural background; many of them also belong to the low-class society, work in blue collar occupation scheme, unable to finish high or middle school, and sometimes have problem with literacy.
The government works hard, collaborating with educational foundations, NGO, and volunteering professionals to provide continuing education for those people, to build them better future. Through series of integrated educational programs, the disadvantaged groups learn how to read, write, and express themselves, and go through learning process for basic lessons.
With enough pressure from the job and family, learning process may not be the only task to fulfill. Developing motivation, building concentration, and enhancing self-esteem sometimes demand greater attention for people who work in this group, both teachers and learners. In order to help them achieve the goals and monitor the progress, mentoring is necessary to apply in the special continuing education situation.
Mentorship participants may come from different nations and bring their own culture-based values into their attitudes. Many of them are migrant workers, which have different or perhaps contradictory values from their motherland.
Multicultural approach in mentoring sessions can be a useful alternative in building rapport between mentor and mentees, and among peers. The approach has some advantages such as creating colorful background in the learning environment, encouraging them to respect each other's cultural circumstances, accept differences, and exposing the mentees to the higher extent of diversity.
Socially and educationally disadvantaged adults develop the pattern of learning that is different from those of average people. With the strong influence of their economic and educational drawback in the past, some people may have significant barriers that prevent them from normal...
Kerka (1988) also states that such pressure might have been the cause why some disadvantaged ones did not manage to finish their basic formal education. However, the barriers might not come solely from economic factor, but tend to be the combination of internal (self-esteem, self-acknowledgment) and external (family, friends, environment) factors. The respond also varies among individuals, which makes them somewhat different as persons when they start the mentoring session.
Nevertheless, Hayes (1988) in Kerka (1988) classified the typical personal attitude of disadvantaged adults into "deterrence level" that range from "low self-confidence, social disapproval, situational barriers, negative attitude toward education, and low personal priority." Each person may show one characteristic dominant over others, which require assortment of approaches during the counseling sessions.
In some extents, mentors may find multicultural approach advantageous for the learning process, such as:
Cultural diversity provides collaborative environment where participants learn to accept each other, build constructive views toward diversity, learn to listen attentively, "negotiate ideas" to solve conflicts (Imel & Tisdell 1996 in Ziegahn 2001). Some mentees are curious with others' background, and it may develop their peer closeness after learning to know and respect each other.
Mentors can use positive cultural concepts as reading or discussion materials in mentoring program, giving opportunities to participants to honor themselves with good values and make the most of them.
Cultural diversity can be fruitful discussion topics. Since existing cultural concept can be easy examples, participants can use it to get new knowledge and widen their horizon. However they should understand that potential conflict may arise and they should discuss about it empathetically.
Mentors may address cultural approach to show mentees that mentors try to get deep acknowledgement with the mentees, or pay them respect…
