The current mixed-method study examined the role of natural mentors in the cyclical process of college students’ sociopolitical development, particularly their critical consciousness. College students (N = 145) completed surveys at two time points over a one-year period. Path analyses indicated that critical action and perceived inequalities were significantly associated with more social justice conversations with mentors and that having more social justice conversations with mentors was significantly associated with more critical action and perceived inequality. Further, mentoring conversations and sociopolitical efficacy helped to explain the positive role of perceived inequality and action on later attitudes around perceived inequalities and critical action. Qualitative one-on-one interviews of a subset of participants (n = 30) expanded findings from the quantitative data and revealed detailed information about how mentors supported youth critical consciousness. Specifically, mentors engaged in 1) dialogue and reflection, 2) information and resource sharing, 3) nonjudgmental, comfortable conversations, and 4) role modeling. Findings inform the iterative nature of critical consciousness and on how older adolescents leverage support from natural mentors in this process.

中文翻译：

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行动，谈话，反思，然后行动：自然导师在种族/种族多样化大学生批判意识中的作用

目前的混合方法研究考察了自然导师在大学生社会政治发展的循环过程中的作用，特别是他们的批判意识。大学生（N = 145) 在一年内的两个时间点完成了调查。路径分析表明，批判性行动和感知到的不平等与与导师进行更多的社会正义对话显着相关，与导师进行更多的社会正义对话与更多的批判性行动和感知到的不平等显着相关。此外，指导性对话和社会政治效能有助于解释感知到的不平等和行动对后来围绕感知到的不平等和批评行动的态度的积极作用。对一部分参与者的定性一对一访谈（n = 30) 扩展了定量数据的调查结果，并揭示了有关导师如何支持青年批判意识的详细信息。具体来说，导师参与 1) 对话和反思，2) 信息和资源共享，3) 不带偏见的舒适对话，以及 4) 角色塑造。研究结果揭示了批判意识的迭代性质以及年龄较大的青少年如何在此过程中利用自然导师的支持。