Chester’s Mentoring Initiative
October 2021 Meeting Highlights
Lauren Sustersic and Kim D’Ambrosio of Project W presented the opportunity for women to apply to the Project W Fellowship before November 12 at https://projw.org/who-we-are/project-w-fellowship-program/
Professor Drew Brown of University of Delaware presented his latest research on the well-being of student athletes in cross-cultural relationships with coaches. He emphasized that the influence of a coach or mentor goes well beyond a specific sport or activity, and can impact self-confidence academic performance and other critical elements of success.
When leaders lack intercultural competence, they don’t understand the needs and can’t meet the needs of their team members from other cultures. All mentors should positively respect and relate to other cultures, and help prepare others to enter the world with cultural understandings.
Sometimes, without knowing, white coaches can exclude, negate and nullify thoughts, feelings and experiential reality of players from other cultures. Dr. Brown’s research shows that without validation, black athletes training under white coaches and support staff can feel culturally muted or degraded, and can migrate their sense of self to identify solely as an athlete, foreclosing on other identity development and risking an identity crisis that can lead to harmful behaviors. Many black athletes feel forced to mask their cultural background to avoid stigma, and they neglect self-expression to avoid being perceived as disrespectful.
All coaches and mentors should start with an understanding that people have different cultural norms, and try to develop cultural proficiency to understand the roots and foundations of represented cultures. It creates micro-aggressions when a culture is not addressed, celebrated and honored.
Here are some key action items:
Engage authentically to understand other cultures, but don’t cross the line into cultural appropriation. Coaches and mentors could, for example, visit a black church, but shouldn’t playfully and inauthentically dress in a certain cultural style.
When engaging with a student outside of a perceived norm, check to assess if “normal” is the only version of acceptable. Don’t dismiss someone else’s norms. For example, family support and loyalty is held high in many black families. Dismissing family stressors creates a conflict in what black youth have been taught about priorities.
Bring into your staff those with experience in various cultures to foster more understanding.
Work with youth to create cheers and traditions that the youth relate to, embody, honor and take pride in.
Don’t isolate, stereotype or degrade youth for being different.
Don’t underestimate the impact of power dynamics. Youth won’t always be forthcoming, and may be seeking approval.
Recognize that part of the work as a coach or mentor is to teach youth to shield themselves from misunderstandings and rejection.
Appreciate that a true understanding happens over time with intentional efforts and thoughtful reflection.
Anyone who is supporting youth of a different cultural background has the opportunity, by demonstrating appreciation and respect, to help lead youth to success in self-esteem, academics and other preparations for the future.
“Scholars have done a lot of work; now it is to us to engage in reading and life experiences,” Dr. Brown asserted as he shared the following author/reading recommendations:
John Singer https://directory.education.tamu.edu/view/1205
Krystal Beamon https://www.uta.edu/academics/faculty/profile?username=kbeamon
Akilah Carter-Francique https://www.sjsu.edu/people/akilah.carter-francique/
Joseph Cooper https://link.springer.com/book/10.1057/9780230105539
The New Plantation by Billy Hawkins https://link.springer.com/book/10.1057/9780230105539
View the complete October meeting at https://us06web.zoom.us/rec/share/7kSeedA7qdTrn60L_ECWsHWZ3DtCxamQ2R9bJgzPXs5KpOsYIWKEZmZkjtUqqBwk.FapcMk228rnnTQde Passcode: %f=3OdjA