Graduate Research
| sarah_brothers_arts_mentoring_research.pdf |
Research Project Abstract
Research Question: The purpose of this study was to explore art mentoring, investigate the overlapping outcomes for arts learning and mentoring, illustrate how each activity impacts the developmental outcomes of the other when utilized in unison and provide excellent opportunities for youth acquisition of 21st century skills, and to generate a hypothesis and case for further quantitative research in the field. Through this research project, I have addressed the following question:
What arts mentoring outcomes create ideal opportunities for youth development of 21stcentury skills?
Problem Statement and Significance: In both the fields of arts learning and in mentoring, there has been extensive work done to independently demonstrate the benefits of each of these practices on youth development. In many cases, the outcomes identified over lap. To date, there have not been any research studies that draw a distinct connection between the two, and how the practice of arts mentoring creates ideal opportunities for youth to develop 21st century skills. Having managed an arts mentoring program for a number of years, I was able to observe and experience first-hand, the power of the arts in breaking down barriers, allowing individuals to express themselves and understand others with empathy, and to say things that would not otherwise have been said. Based on my previous work, it is my belief that the two fields, arts learning and mentoring, inform each other and deepen the experience of the other when done simultaneously. Upon completion of this research, I intend to make the case for further research on arts mentoring outcomes including a longitudinal study to compare the developmental outcomes of youth participating in arts mentoring programs in relation to outcomes of youth participating solely in arts programs or mentor programs.
Research Design: Through triangulation of key literature in the fields of arts learning, mentoring, and 21st century skill development, document analysis, interviews, and case study analysis, I explored art mentoring, and investigated practices and outcomes. I identified outcomes that create ideal opportunities for the development of 21st century skills, and illustrated how they do so. Since much of this research deals with both internal and external perception of arts learning and relationship building, it was important to frame the research within a qualitative paradigm that respects the belief of socially constructed reality. Field research in the form of summative evaluation allowed me to directly observe and gather data on the administration and participation in arts mentoring programs in a community based arts organization, serving urban youth, ages 12-18, from culturally diverse and low-income families. The program I selected for case study is a community based arts organization, providing arts mentoring programs through utilization of key benchmarks for quality in arts and mentoring programs: First Exposures in San Francisco, CA.
I conducted interviews with key program administrators, as well as 3-5 youth and mentor participants. Mentors and mentees were selected by the program administrators using the following criteria: a) longevity of the match at least a year; b) a diverse sampling of participants according to age, race, and gender. I used an overt participant observation method, openly sharing the purpose and intended use of the data I collected with the participants. During interviews and observations, I used digital media recording for accuracy, and detailed written field notes, simultaneously, capturing my own interpretations of events as they occurred. In order to ensure validity, I did peer member checks to ensure that I accurately captured and interpreted the information.
Once all data was collected, I used a thematic method of analysis to extract trends, using both prescriptive and emergent coding techniques. Once all data was checked, coded, and synthesized, I formed a descriptive example of an exemplary arts mentoring program, with a focus on practices and outcomes.
Research Findings: The key outcomes I examined in my research fall under pedagogical relationships and social relationships and are linked to 21st century skills. Development of the 21st century skills I addressed through this research were repeatedly confirmed through theme analysis, creating an over-arching correlation between participation in First Exposure’s arts mentoring program and youth development in the areas of creativity and innovation; critical thinking, problem solving, and decision-making; interpersonal communication and collaboration skills; and technological and media skill development.
Emergent themes, in addition to the four core outcome areas I was initially exploring, were also present: Citizenship, civic purpose, and what it means to be in a community; Self-worth, confidence, and self-esteem; and Empowerment, individual identity development, and autonomy.
Research Question: The purpose of this study was to explore art mentoring, investigate the overlapping outcomes for arts learning and mentoring, illustrate how each activity impacts the developmental outcomes of the other when utilized in unison and provide excellent opportunities for youth acquisition of 21st century skills, and to generate a hypothesis and case for further quantitative research in the field. Through this research project, I have addressed the following question:
What arts mentoring outcomes create ideal opportunities for youth development of 21stcentury skills?
Problem Statement and Significance: In both the fields of arts learning and in mentoring, there has been extensive work done to independently demonstrate the benefits of each of these practices on youth development. In many cases, the outcomes identified over lap. To date, there have not been any research studies that draw a distinct connection between the two, and how the practice of arts mentoring creates ideal opportunities for youth to develop 21st century skills. Having managed an arts mentoring program for a number of years, I was able to observe and experience first-hand, the power of the arts in breaking down barriers, allowing individuals to express themselves and understand others with empathy, and to say things that would not otherwise have been said. Based on my previous work, it is my belief that the two fields, arts learning and mentoring, inform each other and deepen the experience of the other when done simultaneously. Upon completion of this research, I intend to make the case for further research on arts mentoring outcomes including a longitudinal study to compare the developmental outcomes of youth participating in arts mentoring programs in relation to outcomes of youth participating solely in arts programs or mentor programs.
Research Design: Through triangulation of key literature in the fields of arts learning, mentoring, and 21st century skill development, document analysis, interviews, and case study analysis, I explored art mentoring, and investigated practices and outcomes. I identified outcomes that create ideal opportunities for the development of 21st century skills, and illustrated how they do so. Since much of this research deals with both internal and external perception of arts learning and relationship building, it was important to frame the research within a qualitative paradigm that respects the belief of socially constructed reality. Field research in the form of summative evaluation allowed me to directly observe and gather data on the administration and participation in arts mentoring programs in a community based arts organization, serving urban youth, ages 12-18, from culturally diverse and low-income families. The program I selected for case study is a community based arts organization, providing arts mentoring programs through utilization of key benchmarks for quality in arts and mentoring programs: First Exposures in San Francisco, CA.
I conducted interviews with key program administrators, as well as 3-5 youth and mentor participants. Mentors and mentees were selected by the program administrators using the following criteria: a) longevity of the match at least a year; b) a diverse sampling of participants according to age, race, and gender. I used an overt participant observation method, openly sharing the purpose and intended use of the data I collected with the participants. During interviews and observations, I used digital media recording for accuracy, and detailed written field notes, simultaneously, capturing my own interpretations of events as they occurred. In order to ensure validity, I did peer member checks to ensure that I accurately captured and interpreted the information.
Once all data was collected, I used a thematic method of analysis to extract trends, using both prescriptive and emergent coding techniques. Once all data was checked, coded, and synthesized, I formed a descriptive example of an exemplary arts mentoring program, with a focus on practices and outcomes.
Research Findings: The key outcomes I examined in my research fall under pedagogical relationships and social relationships and are linked to 21st century skills. Development of the 21st century skills I addressed through this research were repeatedly confirmed through theme analysis, creating an over-arching correlation between participation in First Exposure’s arts mentoring program and youth development in the areas of creativity and innovation; critical thinking, problem solving, and decision-making; interpersonal communication and collaboration skills; and technological and media skill development.
Emergent themes, in addition to the four core outcome areas I was initially exploring, were also present: Citizenship, civic purpose, and what it means to be in a community; Self-worth, confidence, and self-esteem; and Empowerment, individual identity development, and autonomy.
