Faculty Publications

“He Knows Me as a Person”: Navigating Cultural Dynamics in Relational Pathways Towards Positive Youth-Adult Relationships in Youth Programs

Document Type

Article

Keywords

adolescence, culture, organized activities (after-school, extracurricular, youth programs), positive youth development, qualitative methods, youth-adult relationships

Journal/Book/Conference Title

Journal of Adolescent Research

Abstract

Understanding the role of cultural fit and responsiveness in youth-adult relationships is crucial for positive youth development within after-school programs. This study explored (a) youth’s conceptualization of cultural similarities/differences in relationships with adult program leaders, and (b) how processes within culturally similar/different relationships influence the formation of positive youth-adult relationships. Guided by constructivist grounded theory, semi-structured interviews with 50 youth (ages 12–19 years; 64% girls; racially/ethnically diverse adolescents) across 13 youth programs in the Midwest were analyzed. Findings revealed that youth determined cultural congruence/incongruence with adult program leaders based on various factors. In culturally similar relationships, youth (1) immediately assumed that program leaders understood them or (2) anticipated this understanding based on their friend/family-like connections. Conversely, in culturally different relationships, youth described assessing their leaders’ cultural sensitivity by (3) observing their interactions and behaviors, and (4) conversing with the leaders about their experiences with the youth’s culture or their shared commonalities. These four processes led to youth feeling understood by adult program leaders which then led to positive youth-adult relationships. Practical implications include activities that foster explorations of each other’s cultural backgrounds and training adult on cultural humility to ensure culturally sensitive interactions in a safe program environment.

Department

Department of Curriculum and Instruction

Original Publication Date

11-22-2024

DOI of published version

10.1177/07435584241297118

Link to Full Text

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