One key factor in building successes for teenagers is the amount of ‘other adult relationships’ available for the young person. This group of relationships encompasses adults other than parents and other family members. The 40 Developmental Assets identifies this area as one type of support young people. Clearly, all of us need support, both long-term and situational, throughout our lives but for adolescents this resource carries even greater weigh.
While the effects of peer pressure are well documented and often the subject of the news media, the type and amount of relationships available to students receives less attention. A recent article by Julia Freeland Fisher (June 7, 2018) discusses the impact of varying types of relationships of student opportunity. In “The Other Gap That Schools Aren’t Talking About- Relationships”, Fisher notes the impact of relationships on opportunities and by inference, on future life outcomes.The article identifies three areas where the quality of relationships differ among students based on parent educational and economic levels.
College-educated parents are increasing the amount of time they spend with their children when compared to less educated parents. Part of this may be due to the long hours lower-wage earning parents spend at their jobs and the likelihood that the jobs occur during times when children are not at school (e.g. evening and late night shifts). Also, increasingly internet-based work allows for flexible employment hours and the ability to work from home, which is likely to not be available for lower-wage earning parents.
The social networks of more educated parents are more likely to include professionals, business leaders, politicians, and professors. This provides students with an awareness of possibilities and to develop pathways to future opportunities that may not be available for other students. Just as importantly, peer social groups reflect these networks.
Children coming from middle and upper class are more likely to participate in enrichment activities that build vocabulary, experiences, and connections. Informal mentors appear for conversations and outings that collectively provide greater opportunities and amplify the differences from students of poverty.
Collectively, these differences create opportunities gaps. Fisher points out the impact of these differences: higher grades, persistence in school, and personal relationships. The adage, “It’s who you know not what you know that matters,” is of consequence.
Educational Champions recognizes the impact of the gap in opportunities between different student groups. The program mentors seek to address these shortcomings especially for students who have limited access based on economic, language differences, and challenging homelife settings. The positive impact of an adult relationship outside of the family offers the chance to participate in novel activities, observe those who have created a path to reach their potential, and to set life goals based on these experiences.
The good news is that becoming a mentor is easy! Parent friends, coaches, and teachers frequently serve this role. Look for ways you can support a young person build on the three points noted above.
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