Perspectives of 4-H Professionals: Practices to Engage Immigrant Youth in 4-H Teens as Teachers Programs

Abstract

Immigrant youth in the United States face historical and systemic challenges in American schools. Out-of-school mentoring programs, such as the 4-H Teenagers as Teachers model, have a positive impact on diverse youth outcomes. This qualitative study presents practices associated with engaging immigrant youth as teachers in urban 4-H youth development programs. Purposeful sampling identified 11 4-H professionals from three regions: West, Midwest, and Northeast. Five professionals are immigrants, and six are of White European descent. Building on the essential elements of teenagers as teachers programs and immigrant mentoring research, 4-H professionals indicated that cultural competence, including empathy and commitment to immigrant teens, is essential. They regard English language acquisition, acculturation, and support of youth and family well-being as critical components of culturally relevant mentoring. Study findings translate into recommendations for positive immigrant youth-adult mentorships practices that youth development program educators are encouraged to operationalize based on local interests, needs, and resources.