Culturally Responsive, Sustaining and Safe Youth Mentoring Practice in Aotearoa New Zealand - A Va Relational Approach

Abstract

Previous research suggests that youth mentoring shows a range of benefits that address the social, emotional and academic needs of young people; however, some evaluations reveal only modest effects both locally (in Aotearoa New Zealand) and abroad. Scholars have argued for a strengths-based lens of adolescent development through positive youth development theory, focussed on plasticity with emphasis on youths’ assets. However, much of the research excludes Indigenous knowledge systems and theories that centre holistic approaches of Indigenous wellbeing. Despite the growing interest and subsequent scholarship in youth mentoring effectiveness as a strategy of positive youth development, there is a paucity of evidence to understand how youth mentoring programmes might be effective for Indigenous and minoritised youth who are often targeted populations utilising culturally responsive approaches to research. This thesis takes a culturally nuanced strengths-based lens underpinned by Indigenous frames of reference, drawing on both Pasifika/Pacific and Kaupapa Māori research theories through a va relational approach to explore key ingredients of culturally responsive, sustaining and safe youth mentoring practice. The youth mentoring programme in Aotearoa New Zealand used as a vehicle to explore the phenomenon was originally developed at a large State University in the US, and was culturally adapted and implemented at a large urban university in Aotearoa New Zealand. This qualitative study employed a multimethod approach combining two methods underpinned by culturally responsive methodologies to explore an in-depth view of the participants’ lived experiences informing the key ingredients of culturally responsive, sustaining and safe practice. Three studies were conducted: talanoa/kōrero 1:1 interviews (face to face and by phone) and talanoa/kōrero focus groups were utilised in the first study; a participant observational study was conducted in the second study; and talanoa/kōrero focus groups and phone were again used in the third study. The thematic analysis revealed similarities and contradictions between the current research and literature highlighting key ingredients for youth mentoring practice that is responsive, sustaining and safe for diverse and minoritised youth. The findings provide evidence that indeed “one size does not fit all”. Further, that youth mentoring programmes that prioritise Indigenous holistic theories and methodological approaches, gain insight into the role of race, ethnicity and culture in positive youth development. Implications for youth development theory, research and practice that seeks to serve “at-risk” youth effectively, particularly minoritised ethnicities in the context of Aotearoa New Zealand, are discussed. The knowledge generated from the research contributes a framework with 7 key ingredients to understand how programmers can respond to the needs of underserved youth through the voices of youth, their whānau/’aiga/caregivers and their communities themselves. A discussion of advancing knowledge in culturally responsive methodologies in youth mentoring to inform cultural translation work needed for youth mentoring programmes imported from overseas is offered through a va relational approach, invoking and weaving both Pasifika and Kaupapa Māori theories.