Mitsou Kanemaki

Strengthening Europe through
grassroots civil initiatives in
education

Mitsuo Kanemaki, verikom e.V, Hamburg, Germany |
05. - 06. March 2012, Brussels
mentoring@verikom.de | www.verikom.de

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05.03.2012 | Strengthening Europe through civil grassroots initiatives in education

Mentoring and Empowerment:
Students-mentors as examples
for young students- and for the
society at large

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06.03.2012 | Strengthening Europe through grassroots civil initiatives in education

Overview

1 History of the project “Junge Vorbilder”
2 What is mentoring?
3 Background
4 Situation of immigrant students (mentees)
5 Focus and goals
6 The mentors
7 Mentoring and empowerment
8 Project results
9 Sources

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1
History of the project
“Junge Vorbilder”

4


1. Project: “Junge Vorbilder”

1

2
Pilot project
Inspired by Since 2007
3 begun in
Marokaane known as
Dec. 2004
Coachingproject Junge Vorbilder
4 under the name
Netherland (1999) (Young Role Models)
Kendi
5

6

7

8
In 2010 sub-
9 Since Nov. 2011 projects YES (young
mentors for equality
implementation of
at school), MAX100
group mentoring at and in April 2011
several schools HipHop4School
were introduced

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2 What is mentoring?

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2. What is Mentoring?

1

2
„ The classic definition of mentoring is
3 of an older experienced guide who
is acceptable to the young person
4
and who can help ease the transition
5 to adulthood by a mix of support and
challenge. In this sense it is a
6
develop-mental relationship in which
7 the young person is inducted into the
8
world of adulthood
(Hamilton, 1991; Freedman, 1993)
“
9

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3 Background

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3. Background

1
 Immigrant children are primarily
2
represented at lower qualifying schools
3 (61,5%), such as secondary general
school (Hauptschule 31,8%) and
4 intermediate school (Realschule 29,7%)
5
 A quarter (24,6%) of immigrant children
6
go to grammar school (Gymnasium)
7

8  School drop-out rate of immigrant
students, without any graduation
9 is twice as much as non immigration
students

 Higher rate of “late bloomers” especially
by immigrant children

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4
Situation of immigrant
students (mentees)

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4. Situation of immigrant students
(mentees)
1
 Immigrant students have to accomplish
2
higher social and
3 cultural adaptation levels

4
 Parents show less participation
5 in everyday school life
6
 Less qualitative homework support from
7
family
8

9  Teachers give up and underestimate
students, when weak performance at
school is delivered

 Students are confronted with prejudices

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4. Situation of immigrant students
(mentees)
1
According to our experiences in the
2
project:
3  Bad grades and underachievement
comes not only from subject related
4
gaps, but also from less self-confidence
5 and demotivation

6

7

8 Root cause often motivational nature
9  Less self-confidence in their own
potential
 Feeling misunderstood
 Lack of prospects
 Downwards spiral

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5 Focus and goals

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5. Focus and goals

1
Three Aspects of “Junge Vorbilder”
2
 Social-emotional companionship
3
 Subject-specific tutoring
4  Orientation for future prospects, career,
study etc.
5

6

7

8 Project goals:
9  Independence of mentees
 Empowerment of mentees and mentors

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6 The mentors

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6. The mentors

1
 Mentors have a immigration background
2

3
 Successful graduated from the German
4 higher secondary education system

5
 “Experienced experts”
6

7  Close in age to the mentees
8
 Bridge-builders between parents,
9
teachers and mentees

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7
Mentoring and
empowerment

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7. Mentoring and empowerment:
mentors
1
 Opportunity to take over responsibility in
2
organisations and society
3

4  Gaining abilities/qualifications through
trainings and seminars
5

6  From mentor, to project assistant, to
trainer, to project leader … ?
7

8
 Recognition in community
9

 Payment

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qualification
1
 Two-days basic-training
2

3
 Subject related advanced training
4

5  Learning methods

6
 Regular mentor meetings
7

8  Train the trainer, coaching
9
 Participating in other sub-projects (YES,
MAX100, HH4S)

 Certificates for participants of the
project

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mentors’ feedback
1
 Motivated participants
2

3
 Recommendation and
4 new potential mentors

5
 Suggestions for improvements
6

7  New input for seminars
8
 New project ideas
9

 Ambassadors of a new and self-
confident Germany

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cooperation
1

2
20 schools mostly in social
3 hotspots
4

5

6
Regional Teacher Training
7
Institute (LI)
8

9

University: Intercultural education
(IKS)

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8 Project results

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8. Project results

1

2
Mentees Mentors Community
3

4

5

6 Get better grades Get qualified, skilled No PR needed,
at school and prepared for later due to personal
7 career recommendation
Positive impact on within families,
8 the learning climate More than 150 mentors neighborhoods, schools
in class with different cultural etc.
9
background trained
Parents better involved Increased interest
in every day school life Now around 40 active in cooperation from
mentors including schools, foundations,
group mentoring administrative bodies
at schools

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9 Source

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9. Source

1
 Benholz, C. (2010). Förderunterricht für Kinder und Jugendliche ausländischer Herkunft an der Universität Duisburg-Essen. In Stiftung Mercator (Hrsg.). Der
Mercator-Förderunterricht (S. 23-33). Münster u.a.: Waxmann.
2
 Bundesministerium für Bildung und Forschung (2006), (2008), (2010): Bildung in Deutschland. Ein indikatorengestützter Bericht mit einer Analyse zu Bildung und
Migration.
3
 Crul, M. (2002). Success breeds success. Moroccan and Turkish student mentors in the Netherlands. International Journal for the Advancement of Counseling
24, 275-287.
4  Die Beauftragte der Bundesregierung für Migration, Flüchtlinge und Integration (2008). Aktion Zusammenwachsen. Bildungspatenschaften stärken, Integration
fördern. Patenatlas. Berlin.
5  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, Vol. 30 (2), 157-197.

6  Ehlers, J. (2007). Mentoring im Prozess der Berufsorientierung – eine theoriegeleitete Analyse seiner Möglichkeiten. In J. Ehlers & N. Kruse (Hrsg.). Jugend-
Mentoring in Deutschland (S. 13-142). Norderstedt.
 efms (europäisches forum für migrationsstudien) (2009). Förderunterricht für Kinder und Jugendliche mit Migrationshintergrund. Evaluation des Projekts der
7 Stiftung Mercator. Kurzbericht der Evaluation. Bamberg (unveröffentlicht).
 Keating, L.M., Tomishima, M.A., Foster, S. & Allesandri, M. (2002). The Effects of a Mentoring Program on At-Risk Youth. Adolescence Vol. 37 (148), 717-734.
8
 Klemm, K. & Klemm, A. (2010). Ausgaben für Nachhilfe – teuer und unfairer Ausgleich für fehlende individuelle Förderung. Bertelsmann-Stiftung: Bielefeld.
 Rohdes, J.E. (1994). Older and wiser: Mentoring relationships in childhood and adolescence. The Journal of Primary Prevention, Vol. 14 (3), 187-195.
9
 Stiftung Mercator (Hrsg.) (2010). Der Mercator-Förderunterricht. Sprachförderung für Schüler mit Migrationshintergrund durch Studierende. Münster u.a.
Waxmann.
 Tierney, J.P & Grossman, J. (1995), Making a difference: An impact study. Philadelphia: Public/Private Ventures.
 Freedman, M. (1993) The Kindness of Strangers: adult mentors, urban youth and the new voluntarism, San Francisco: Jossey-Bass Publishers.
 Hamilton, S. F. (1991) Unrelated Adults in Adolescent Lives, Occasional Paper No 29, New York: Cornell University.
 Schneider, J. (2011) Vielfalt gestallten. Junge Vorbilder – Was können Studierende mit Migrationshintergrund als Vorbilder bewirken? Pädagogik (Vol.9).

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Mitsou Kanemaki

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