Self-concept and the influence of cross-age mentoring relationships and the implications for developmental guidance curriculum

Abstract

The purpose of this study was to investigate involvement in cross-age mentoring programs, the influence participation in these programs has on student’s self-concept, and the coinciding need for such programs to exist in developmental guidance programs to promote self-concept as a basic life skill. This review includes an examination of articles, studies, and existing programs that investigate cross-age mentoring programs and how they affect self-concept. This analysis also explores how such programs might be incorporated into developmental guidance programs to facilitate the growth of self-concept in students. This study looks at various types of cross-age mentoring programs and how they have been implemented in various communities, through national organizations, as well as all levels of education. Examples of these programs to be evaluated include: General Colin Powells’ organization, America’s Promise, the Big Brothers/Big Sisters program, a volunteer mentoring program in Pennsylvania, and a school-wide mentoring program in Piute Middle School in California. Studies have shown that involvement in these programs positively impacts students’ self-concept. This study also examines the definition and necessity of self-concept or self-esteem as a life skill that can be taught in accordance with the Wisconsin Developmental Guidance Model through curriculum including cross-age mentoring programs. The research of this study deals with the cross-age mentoring program and the “Reading Buddy” program implemented by the Chippewa Falls Area Unified School District and the influence involvement in these programs has on self-esteem. A positive self-concept is not guaranteed by sole involvement in cross-age mentoring programs. Effective interactions at school and from the community are not the only ways to effect self-concept. Issues outside of school are often beyond the reach of the developmental guidance curriculum. Findings of this research include: 1. Involvement in cross-age mentoring programs plays a role in the development of a positive self-concept in students. 2. Students who are involved in cross-age mentoring programs may exhibit a more positive social- and conflict-self-concept than students not involved. 3. In compliance with the Wisconsin Developmental Guidance Model, cross-age mentoring programs can be incorporated into guidance curriculum to aid in the growth and development of positive self-concept or self-esteem.