Youth mentoring through otherfathering

Abstract

For decades mentoring has been regarded as an effective intervention strategy for addressing the development needs of at-risk youths (Rhodes, 2008). Two of the most widely acknowledged youth mentoring models are school based mentoring and community-based mentoring programs. Scholars and practitioners agree adolescent boys can experience positive self-perception, academic achievement, and identity development through such programs (Langhout, Rhodes, & Osborne, 2004). A review of existing literature found the best approach to mentoring adolescent males is by the dyad becoming friends (Herrera, Sipe, & McClanahan, 2000). However, few studies explore adolescent African American males' perspectives on adult African American mentors who act in father-like (e.g., otherfathering) ways to help them develop positive identities in community-based mentoring. The purpose of this instrumental case study was to illuminate how adolescent African American males described their mentoring relationships. Erikson's (1968) identity theory, viewed through a constructivism lens, serves as the theoretical framework. For congruency, Rhodes' (2006) Conceptual Model of Youth Mentoring provides conceptual foundation to highlight key pathways affecting adolescent males' development. The findings show adolescent African American males are concerned about their future and want their biological fathers to guide them. However, in many cases when fathers are unavailable, adolescent African American males will seek other adult male role models to emulate. This study offers methods to practice otherfathering as a youth mentoring intervention as well as suggestions for future research. Keywords: adolescent males, adolescent African American males, at-risk students, at risk youths, community-based mentoring, mentoring, school-based mentoring, otherfathers, otherfathering