Beyond Traditional Mentoring: Cultivating 21st Century Skills Through Youth Voice
Format
Individual Presentation
Format
Individual Presentation
First Presenter's Institution
North Carolina Agricultural & Technical State University
First Presenter’s Email Address
kpalexander@ncat.edu
First Presenter's Brief Biography
Kendra P. Alexander, Ph.D, MSW, MPA is an Assistant Professor in the Department of Social Work and Sociology at North Carolina Agricultural & Technical State University (NC A&T). She has over thirty years of experience in youth program design, implementation, and evaluation. Her research incorporates community-based participatory methods to examine the post-high school work and educational pathways of Black youth in urban and rural communities. She currently serves as Co-Principal Investigator of the Nia Project (Nia), a Children Youth and Families At-Risk (CYFAR) Sustainable Community Project, funded by the United States Department of Agriculture, National Institute of Food and Agriculture.
Second Presenter's Institution
North Carolina Agricultural & Technical State University
Second Presenter’s Email Address
jprichardson@aggies.ncat.edu
Second Presenter's Brief Biography
Jada Richardson is a sophomore undergraduate student in the Bachelor of Social Work program at North Carolina A&T. She is also a member of the University Honors College and is engaged in research-practice partnership activities in the local community that support vulnerable youth. Jada is originally from Jacksonville, NC.
Third Presenter's Institution
North Carolina Agricultural & Technical State University
Third Presenter’s Email Address
jdavis25@aggies.ncat.edu
Third Presenter's Brief Biography
Joliyah Davis is a junior undergraduate student in the Bachelor of Social Work program at North Carolina A&T. She is also a member of the University Honors College and is engaged in research-practice partnership activities in the local community that support vulnerable youth. Joliyah is originally from Washington, DC.
Submitter
I am submitting this proposal as one of the presenter(s)
Location
Scarbrough 5
Strand #1
Head: Academic Achievement & Leadership
Strand #2
Heart: Social & Emotional Skills
Relevance
This presentation is relevant to the "Head" and "Heart" strands. It emphasizes the academic and leadership development ("Head") of minoritized youth through critical mentoring while fostering transformative social and emotional skills ("Heart") via youth voice and empowerment. The session highlights how mentoring can serve as a pathway for youth to build confidence, communication, and collaboration skills—essential for 21st-century success.
Brief Program Description
Undergraduate students from a historically Black University present an introduction to youth voice and critical mentoring as effective strategies for developing essential 21st-century skills in young people. The presentation provides evidence from a pilot intervention and explores how these approaches empower minoritized youth and enhance their personal and academic growth.
Summary
In this presentation, undergraduate students will introduce the concepts of youth voice and critical mentoring as powerful tools for supporting essential skill and identity development in young people. Drawing from both research and personal experiences, we will explore how these approaches can significantly impact youth development, particularly for minoritized populations.
We will discuss how incorporating youth voice in mentoring relationships and educational settings can enhance critical thinking, communication, and leadership skills, and how, by valuing and amplifying youth perspectives, we create opportunities for authentic engagement and personal growth. Critical mentoring, which acknowledges and addresses systemic inequities, complements youth voice by providing a framework for meaningful, culturally responsive guidance. We will explain how this approach goes beyond traditional mentoring by explicitly considering social, cultural, and historical contexts. Through critical mentoring, young people develop a deeper understanding of themselves and their communities, fostering resilience and social-emotional growth. In addition, critical mentoring as a practice, challenges traditional hierarchies in mentoring relationships, focusing instead on co-creation and shared learning. This participatory approach not only builds essential skills, but also fosters a sense of ownership and agency in mentees.
Our presentation will highlight specific strategies for implementing youth voice and critical mentoring in various settings, including schools, community organizations, and mentoring programs. We will share evidence from three years of implementation data that demonstrates how these approaches have positively impacted young people's development.
By the end of the presentation, attendees will gain a comprehensive understanding of how youth voice and critical mentoring can be leveraged to prepare young people for success in an ever-changing world. The presentation will provide valuable insights to both scholars and practitioners interested in adopting these transformative practices in their work with youth.
Evidence
The concepts of youth voice and critical mentoring have gained significant attention in recent years. Zeldin et al. (2013) demonstrate that incorporating youth voice in decision-making processes enhances young people's leadership skills, sense of empowerment, and community engagement. In the context of mentoring, Weiston-Serdan (2017) introduces the critical mentoring framework, which addresses systemic inequities and promotes culturally responsive practices, leading to improved outcomes for marginalized youth which are echoed by Albright et al. (2017).
Zeldin, S., Christens, B. D., & Powers, J. L. (2013). The psychology and practice of youth-adult partnership: Bridging generations for youth development and community change. American Journal of Community Psychology, 51(3-4), 385-397.
Weiston-Serdan, T. (2017). Critical mentoring: A practical guide. Stylus Publishing, LLC.
Albright, J. N., Hurd, N. M., & Hussain, S. B. (2017). Applying a social justice lens to youth mentoring: A review of the literature and recommendations for practice. American Journal of Community Psychology, 59(3-4), 363-381.
Learning Objective 1
Participants will define youth voice and critical mentoring, and explain their relevance to developing 21st-century soft skills.
Learning Objective 2
Participants will identify practical strategies for incorporating youth voice and critical mentoring approaches in various educational and community settings.
Learning Objective 3
Participants will analyze the potential impact of youth voice and critical mentoring on the personal and academic growth of young people, particularly those from marginalized communities.
Keyword Descriptors
Youth voice, Critical mentoring, 21st-century skills, Transformative social emotional development, Culturally responsive education
Presentation Year
2025
Start Date
3-5-2025 11:15 AM
Recommended Citation
Alexander, Kendra P.; Richardson, Jada P.; and Davis, Joliyah, "Beyond Traditional Mentoring: Cultivating 21st Century Skills Through Youth Voice" (2025). National Youth Advocacy and Resilience Conference. 81.
https://digitalcommons.georgiasouthern.edu/nyar_savannah/2025/2025/81
Beyond Traditional Mentoring: Cultivating 21st Century Skills Through Youth Voice
Scarbrough 5
Undergraduate students from a historically Black University present an introduction to youth voice and critical mentoring as effective strategies for developing essential 21st-century skills in young people. The presentation provides evidence from a pilot intervention and explores how these approaches empower minoritized youth and enhance their personal and academic growth.