Bridge Builders

Connecting young men with working professionals

Beyond the Classroom: Building Mentorship

As a teacher with fifteen years in our district and eight years at my current school, I was already deeply invested in my school's success and genuinely believe in the potential of our students. I currently serve as a high school English teacher at Carter G. Woodson Academy in Lexington, Kentucky. Our school is dedicated to educating, activating, and motivating the potential that lies within every young man, and we predominantly serve young men of color. Joining CTEPS felt like a natural progression, a way to explore how I could contribute more significantly from my classroom.

I remember one particular school assembly featuring a visiting author who shared his family's rich history connected to our state. While the presentation held valuable insights, I couldn't shake the feeling that the students' engagement was limited. I do not believe this was due to a lack of inherent respect, but perhaps stemming from a broader lack of consistent opportunities for them to authentically connect with and learn from community members in a more meaningful and sustained way. It struck me that these brief encounters might not truly reflect the students' capacity for connection. This feeling sparked a personal desire to create stronger, more lasting bridges between our students and the wider community, which ultimately led me to develop the Bridge Builders mentorship program. This mentorship program is somewhat unique to others in my community because I wanted to focus on a one-on-one mentor/mentee relationship with a student throughout his entire senior year.

The need for mentorship spanned both personal and professional domains, with students seeking guidance in areas like engineering and accounting to pursue career aspirations and understand workload.

When asked about lessons learned from someone older or more experienced, students revealed insights into financial management, self-sufficiency, emotional processing, and the development of crucial personal qualities.

From encouraging ambition and addressing weaknesses to offering guidance through life's struggles and even providing financial insights, students recognized the wide-ranging impact of a good mentor.

Students highlighted the importance of mentors being leaders with compassion and open minds, as well as possessing the ability to offer constructive criticism without sugarcoating, ultimately investing in students' growth and potential.

The Bridge Building Journey

The development of the Bridge Builders mentorship program emerged from a desire to cultivate those very opportunities for exposure. It felt intuitive that a structured mentorship experience, pairing our high school juniors with engaged community members, could broaden their appreciation for the diverse knowledge and perspectives within our local area. To bring this idea to life, there was a significant amount of groundwork to cover. I delved into research on the existing need for mentorship programs, explored the potential benefits for both students and mentors, and investigated best practices for creating successful pairings. This included considering various outreach strategies to connect with potential mentors and developing surveys to gauge student interest and identify their needs. One particular survey response that left me realizing the very real need for this program came from a student after being asked what kind of work environment interests them, they filled in an open response line with “any type of environment to be honest.” Any type of environment. He just wants a chance. One opportunity.

Along the way, I was fortunate to have incredible support. My 'bird group' within CTEPS was instrumental in helping me build the crucial networking connections needed to reach out to prospective mentors. My principal's early endorsement of the idea provided invaluable encouragement and resources. Several community members also generously shared information about the program within their networks or other insights about mentorship programs already happening within our community. And of course, the initial individuals who stepped forward to become mentors were a source of immense motivation.

However, the journey wasn't without its hurdles; securing a significant number of mentors willing to commit to a 12-month partnership proved to be a considerable challenge - a testament to the demands on everyone's time. This required a shift in my perspective; rather than focusing solely on immediate pairings, I began to prioritize the long-term viability and potential of the program. The fact that we currently have one mentor-mentee pairing actively getting started feels like a significant step forward. One particularly affirming moment was witnessing the initial meeting between our first mentor and mentee. Their enthusiasm in planning how their relationship could be most impactful throughout the upcoming year filled me with a deep sense of pride in the potential of Bridge Builders.

LITERATURE REVIEW

The Bridge Builders mentorship program is informed by research on the impact of representation, barriers to access, and the importance of inclusive practices in education and professional settings. Studies emphasize that representation, or seeing individuals from similar backgrounds in leadership roles, significantly influences students’ aspirations and self-worth. However, systemic barriers, including limited access to resources, lack of role models, and bias, prevent many marginalized students from accessing influential adult spaces. Research also highlights the need for inclusive practices, such as culturally relevant pedagogy and social justice leadership, to create supportive environments. These findings underscore the potential of mentorship programs to address these issues by providing students with positive role models, guidance, and access to supportive relationships.

Research Methods

I conducted a review of existing literature on effective mentorship practices, focusing on program structure, mentor/mentee matching, and support strategies to develop the Bridge Builders program. This included exploring methods for mentor recruitment and strategies for assessing student needs and interests through surveys. The goal was to adapt evidence-based practices to the specific context of our high school and student population. Ultimately mentors were identified through networking connections within the community, and mentees were identified through recommendations and sign-ups.

Sources

Flores, C., & Bagwell, J. (2021, July). Social Justice Leadership as Inclusion: Promoting Inclusive Practices to Ensure Equity for All. Educational Leadership and Administration: Teaching and Program Development, (spec iss 1), 31-43.

Ndiang’ui, P., & Koklu, O.(2024). Understanding Barriers to STEM: Teachers' Insights on African American Underrepresentation.Research in Social Sciences and Technology, 9(3),26-44.

Tucker, J. Q. (2022, May). The Perceptions of Black Law Students regarding the Barriers of Access to Public Law Schools Located in the South. The University of Mississippi ProQuest Dissertations & Theses. 29212287.

Data from the project

Overall Interest

According to an initial interest survey completed with 33 high school juniors at Carter G. Woodson Academy, 66.7% show an interest in participating in a mentorship program that connects them with a professional!

Potential Benefits

Over 25 students said they would hope to gain help developing professional skills through a mentorship program, and 22 students said they would hope to gain connections to important networks and industries.

Fields to Explore

The highest field students expressed an interest in was the business/finance field with 18 students selecting that as a future career field of interest. The second highest field with 9 students expressing an interest in was the arts/creative industries field.

Environment Interest

Interestingly, a large corporation environment was the most favored work setting among the students surveyed, followed by entrepreneurial/startup environments.

findings

Initial surveys and discussions with students revealed a strong interest in mentorship opportunities. Students expressed a desire to connect with professionals in a variety of career fields and community spaces, indicating an openness to exploring diverse pathways. Interestingly, many students also acknowledged that they were unsure of the specific "gaps" in their knowledge or experience that a mentor could help them address. This suggests a need for a program that provides broad exposure and guidance, allowing students to discover areas for growth through the mentorship relationship. These findings highlight the potential value of the Bridge Builders program in facilitating career exploration, self-discovery, and the development of essential skills and connections.

revised theory of action

The initial theory focused on job shadowing as a means to increase career exposure. The revised theory of action shifts to structured mentorships. This change is based on student interest and the recognition that ongoing mentorship provides more comprehensive support for students' career and personal growth.

conClusion & next steps

Today, the Bridge Builders mentorship program exists as a fully developed framework, complete with a comprehensive program guide, a clearly articulated vision and mission, and the successful launch of our initial mentor-mentee pairing through an engaging onboarding meeting that I personally facilitated. During this onboarding meeting, the mentor and the mentee engaged in getting to know you style of questions, shared their ideas of what topics/activities would be meaningful, and created easy ways to connect with each other. They decided that their first official meeting should be themed around the student’s interest in developing his own brand - we’re going to call it their “Building a Brand” meeting! The enthusiasm surrounding our first match is truly encouraging and reinforces the potential impact of this initiative. While the program is in its early stages, the foundational elements are firmly in place, driven by my commitment to host and facilitate all aspects of its operation.

Looking ahead, my vision for Bridge Builders is to see it become an integral part of the high school experience, fostering a culture of community engagement and mutual learning that I will actively cultivate. My next steps involve continuing to actively promote the program within the community and to potential mentors, refining our recruitment strategies based on the initial response, and providing ongoing support and resources to our current and future pairings through regular facilitation and check-ins. To sustain and grow this work, while the support of our school administration in terms of resources and recognition will be valuable, the ongoing success hinges on building a strong and dedicated pool of community mentors. I am committed to actively seeking and supporting these partnerships, ensuring that Bridge Builders can continue to connect our students with the wealth of experience and knowledge within our community, enriching their high school journey and expanding their experiences.

Ultimately, the goal is to establish Bridge Builders as a valuable and enduring resource within the school community, fostering a culture of mentorship, career exploration, and student success.

Guiding Question: How can we build a bridge between our professional community and the realities, goals, and aspirations of young men?

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