Tag: #AffinityMentoring

2022 DEI Training Series Reflections

May 11, 2022 | By Cassandra Kiger

As part of our 2021 Community Listening Project we asked the public if we should provide extra training for mentors related to diversity, equity, and inclusion topics specific to mentoring.  Ninety-two percent of respondents said that it was either important, or very important for our organization to provide this (page 4), so we complied! 

If you’re not completely sure how putting time and resources into DEI work relates to mentoring, and us fulfilling our mission and vision for Affinity, we love learning with you! Check out the extensive research we have been conducting to make sure we facilitate amazing mentoring in this recent blog. We are grateful for the Steelcase Foundation whose grant has made it possible for this training to be free and widely available for AM partners, staff, mentors, and board members. 

Anti-Racism Training Series

In February, March, and April of 2022 Affinity Mentoring facilitated a three tiered training (levels 101, 201, and a community panel) focused on Anti-Racism in Education and Mentoring. We had 71 total attendees at these three, free training sessions, in addition to three expert trainers and 5 panelists. 

DEI 101 Training: Our trainers included Vanessa Jimenez, Founder/CEO of Mezcla Mosaic Collaborative and Marlene Kowalski-Braun, GVSU Associate Vice President for Enrollment Development Deputy Inclusion and Equity Officer for our 101 training. They facilitated a brave, healthy, inquisitive space for individuals to begin thinking about how other’s racial life experiences might be different from our own, and why it matters in education and mentoring. They invited participants to engage in critical reflection about foundations of DEI work, including defining diversity, equity, inclusion, and intersectionality both personally and organizationally. They helped participants develop an understanding of social identity, white supremacy, implicit bias, and microaggressions and how they shape a person’s experience of power, privilege, and oppression both individually and organizationally. Lastly, we discussed our personal and collective responsibility to keep ourselves and each other accountable to anti-racist work, especially in mentoring. 

DEI 201 Training: Christine Mwangi, CEO and Founder of Grounded In Equity, President and CEO of Be A Rose, member of the Affinity Mentoring Board of Directors, and KDL Director of Fund Development, led our 201 training. We dove deeper together into how race impacts education in our community, and the individual and community-level steps that we can take to support all students succeeding. Christine helped us define and understand specific terms and ideas when discussing the racial achievement gap in our local schools, including redlining and its lasting effects on school systems. We discussed systemic outcomes that disproportionately affect students of color within the academic sector, and how individuals can help make a positive impact through interactions with students and mentees. Below are a list of excellent video resources that Christine shared with us. 

Videos:

DEI 301 Training: Our third training for this year was actually a panel discussion with local experts on DEI, education, and mentoring who helped us take the things we learned in our previous two trainings, and understand them more fully in Grand Rapids and Wyoming. Our panel included Kyle Lim of the Urban Core Collective, Rafael Castanon of Health Net of West Michigan (and AM mentor), Alex Kuiper of Godfrey-Lee Public Schools, Brandy Lovelady Mitchell of the Michigan Education Association, and Erika VanDyke of the Urban Core Collective (and an AM mentor).

Mentors, staff, and partners were invited to submit questions to the panel ahead of time. Some of our key questions and take always from the nearly two hours of discussion included:

  • We learned about institutional racism, redlining, and other systems that make racism a part of our schools. Sometimes it feels like the problems are so big that there is very little we can do about them. Is that true? 
    • Panelist responses: We need to remember that progress is not linear, and we need to adapt to changes so that we keep moving forward. Racism is meant to exhaust and paralyze use; when issues are this complex, remember to focus on students, families, and communities and their needs. The work is worth it, because racism continues to hurt real people, and we cannot move at the same pace that the resistance is moving; we have to work faster if we actually want to make change. We need to imagine the future we want to live in and begin shaping it, even if we can’t fully see it yet. Never forget that system level change can start with voting! Vote for people who will make the changes you want to see. 
  • Is there any work being done already in Grand Rapids to help make our schools anti-racist? 
    • Panelist responses: Challenge your school board and the schools executive cabinet to make sure that they are engaging in real DEI work! You can send them letters, and attend school board meetings (even if you don’t have students attending that school), and the Urban Core Collective can help you prepare letters and statements; they are also helping to organize parents/caregivers, and you can contact betsaida@uccgr.org if you want to participate. 
  • What are ways that we can start conversations about race with children and students without scaring them?
    • Panelist responses: Let discussions be organic and student-led, and never engage in conversations with your mentee because you want to, but let them lead so that you don’t cause extra harm. Acknowledge when you don’t know the answer. You can discover the answer alongside students and mentees, and even ask your Affinity Site Coordinator to help you find resources to do that. 
    • Always validate student emotions and feelings, and ask them open-ended questions, and provide them with clarifying statements to help them process their own thoughts and feelings. Model to them by doing your own mirror work and showing them that it is healthy to learn new things. 
  • Mentors: what is something that you have learned about your mentee’s culture from mentoring?
    • Panelist (and attendee) answers: Find out what your mentee is passionate about, and let that lead your conversations and learning! As they get more comfortable, they will be excited to share, and feel safe to share more intimate information, like their culture, with you. 
  • How can we encourage mentees to embrace their own culture?
    • Panelist answers: Model this behavior to your mentees by talking about your own life experiences and culture, and then inviting your mentee into the conversation. 
    • Use diverse books and resources in the mentor centers to talk about different cultures, and find resources that match your mentee’s culture and invite them to be proud about it. 
    • Make sure to connect the micro level work with the macro level work; we won’t need to help students “rediscover” or share their cultures and experiences if we fight against the systems that make it hard for them to share those things naturally. By improving the whole system, we make this easier and healthier for each student!
DEI and Anti-Racism Resources

Some resources and reading that panelists recommended included:

Lastly, we were able to share some resources with all of our participants that Affinity Mentoring has been developing to help give mentors and partners more resources to continue learning and growing together with each other and their mentees. We highly encourage you to check out and use these resources, and talk to your Affinity Mentoring team members for more learning opportunities!

2022 Community Listening Project

As we close out this 2021-2022 mentoring year, we will be publishing our full 2022 Community Listening Project results showing that:

  • 85.2% of respondents tell us that it is very important or important that we “publicly support groups of people who are dismissed or unsafe in our community”,
  • 85.9% of respondents tell us that it is very important or important that we put time and resources into “finding more diverse mentors”, and
  • 80.8% of respondents tell us that it is very important or important that we “provide yearly diversity training for mentors”. 

Based on this, and the overwhelmingly positive attendance and feedback from this year’s trainings, we will continue to provide new training series each year, giving mentors and partners opportunities to learn about key areas of identity development for students, and how it relates to creating and maintaining an amazing mentoring program with short and long term student benefits. Our 2022-2023 mentoring year DEI training topics will focus on gender identity and sexual orientation. We promise to continue listening to you and your needs, and making decisions for our programming based on the most up to date, peer-reviewed research on how to support students and fulfill the mission and vision of Affinity Mentoring to the best of our ability. 

Mentor Story: Becky + Lupita

By Rachel Humphreys

Becky grew up in Grand Rapids, but spent nearly a decade living in Los Angeles. In LA she earned a Bachelor’s of Arts in Media Arts and Animation and started working in the media industry while also teaching art classes at the local Boys and Girls Club.

When Becky returned to Michigan, she felt some culture shock moving from Southern California, and wanted to find a way to reconnect with her community here in West Michigan. A friend of hers was a mentor with Affinity and had shared the need for 100+ mentors. Becky decided that was something she could do something about. 

In 2015 she was matched with Lupita. Becky describes Lupita as “incredibly compassionate, smart as a whip, and hilarious.” She notes there have been several times she’s been in tears laughing so hard with her mentee.

Although she had had various experiences working with kids as a camp counselor, volunteer, and daycare worker, becoming one student’s mentor was new and a little nerve wracking. Early on she remembers feeling  “a little wrongfooted” and worrying about whether or not she was making an impact. 

“In the beginning it was a lot of reading books, however once she discovered there were legos in the Mentor Center that’s all we do,” jokes Becky. “[Lupita] makes very elaborate lego sets, often with a storyline, characters, and complex plot.”  

After her initial nervousness settled, she and Lupita found their own rhythm and determined together what their mentoring hour looks like. Each week Becky asks three things “What’s the best part, the worst part, and the coolest thing she learned that week?” It’s become part of their weekly routine and Lupita has even started to be the one to ask Becky about her week.

Becky and Lupita eventually applied for “School-Based Plus” status, which allows mentors to take students on independent outings and has an added layer of screening and training. When thinking about their mentoring relationship, Becky explains, “I am a grown-up friend to her. She texts me every now and again things like, ‘I missed you last week. I’m glad we’ll see each other.’ We go to museums, orchards, and Lupita even came for cookie-baking with my family.”

Becky makes time each week to connect with Lupita’s family, “I usually walk her home after mentoring and hang out with her family. They are very similar to mine, close knit and really value education. Her family are super warm and compassionate people. In fact, her mom and my mom have become friends. She has a little brother and older sister, opposite of mine. Lupita thinks it’s hilarious.”

Becky is in the process of completing her second Bachelor’s, this time in Urban Forestry, and Lupita is planning on attending her graduation ceremony to cheer her on.

Over the past few years she’s witnessed Lupita grow and mature, “There’s more depth to our conversations. She’s moved from a self-focus to noticing what’s going on in the community and world. She’ll even bring up politics. There’s an emotional intelligence that’s really grown. She’s very empathetic and thinks about others a lot. ” 

Becky found herself pleasantly surprised about the impact this has had on her own personal life. “It’s hard to articulate how. I don’t have any kids myself. But now there’s one person I’m super invested in. I’m interested in her friendships, how she’s changing as a person, and I’ll wonder things like whether or not she figured out her new locker combination.”

Not only has mentoring impacted her personal life, but Becky’s perspective of the world has changed as well, “The nature of having to help someone else sort out how they feel about something makes you more open as a person. It gives you a more deeper and richer understanding as life as a first-generation american, especially in this political climate.” 

Becky’s response to those thinking of mentoring? “Absolutely, you need to do it. It’s the most fun hour of the week. Especially if you both decide to be a plus match. You’re able to share experiences in your own community with someone else and offer other perspectives. She has me laughing all the time.”

She adds that the staff support is amazing, “They remember me, remember to follow up, and offer one-on-one support the entire time. No one is forgotten or gets lost in the mixed, even through staff changes. Mentors and students don’t get left behind.”

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If you’d like to learn more about becoming a mentor, click here, or support matches like Becky and Lupita by making a small monthly donation.

Eliano + Rafael’s Story

What do a Legal Specialist and a 2nd grader have in common? Surprisingly, quite a bit.

Once a week, Rafael and Eliano stroll through the Mentor Center and Media Center, scoping out a good spot to eat their lunch. They giggle to each other and finish each other’s sentences as they recall past mentoring sessions.

Today, they found an open table in the Media Center. As Eliano bites into his fried chicken Rafael pulls out a bag of chips. “Oh! Is that the same kind we had last week?!” exclaims Eliano.

Eliano + Rafael

They started meeting this past fall and it’s become their weekly tradition to share their lunches. For Rafael, mentoring is a fun way to spend his lunch hour, “I have to eat anyways so it’s a nice break from my norm. The hardest part is getting there, once I’m there it’s easy.”

Eliano explains, “I wanted a mentor because it seemed fun. My brother, Henry, has a mentor and he said we can do anything!” Right now his favorite mentoring activity is playing money games with Rafael. “[Eliano] does the scoring, so he wins a lot,” laughs Rafael. They’re looking forward to more sunshine and being able to play soccer outside.

Rafael describes Eliano as an energetic, smiley, and happy kid, “Whenever I see him, he’s so full of energy. We read together. We talk about things like which superpowers we’d pick and we like to ask each other a lot of questions to get to know each other.”

Eliano thinks of Rafael as his friend, “I feel really happy when we hang out.” He thinks things would be very different without his weekly lunches with Rafael, “I would be sad, really sad. We’re friends.”

Affinity presenting to the West Michigan Latino Network | Fall 2018
Gregorio de Leon sharing his experiences being a mentor with the West Michigan Latino Network | Fall 2018

“We usually eat together, play a game, then we just hang out,” says Rafael. Rafael is involved in the local Latino community and is part of the West Michigan Latino Network’s (WMLN) leadership team. He decided to become a mentor after hearing a presentation from Affinity Mentoring at one of their meetings last fall, “I listened to members of the network, well-respected community members, and a mentor share his experience with the program. It inspired me to sign up.”

What Rafael and Eliano didn’t know at the time was that it was the Henry’s (Eliano’s brother) mentor, Gregorio, who shared his experience as a mentor with the WMLN and it was his excitement that inspired Rafael to become a mentor… So essentially Henry recruited his little brother to get a mentor and his mentor, Gregorio, recruited who would become Eliano’s mentor.

Gregorio + Henry (Eliano’s older brother)

“I would encourage folks to do it. I would stress how easy it is once you get it. Monica [SWCC Site Coordinator] makes it so easy [Eliano nods] and I get to hang out with Eliano for an hour,” explains Rafael.

What does Eliano think? “I would tell [students] to get one. I know they really want one.”

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If you, or someone you know, would like to learn more about becoming a mentor contact info@affinitymentoring.org or click here >

We are always in need of more mentors, but especially male mentors!

Stacey + Mariana’s Story

Stacey Coffman is the Office Manager at Aon and has been for the last 25 years. She and her husband, Tim,  have been married for 31 years and live in Cedar Springs. Their daughter, Lauren, lives in Ann Arbor. She wanted an opportunity to be a friend and role model to a student in Grand Rapids.

“You guys did a great job putting us together. It was a perfect match. “

Stacey started looking online for mentoring opportunities when she came across Affinity Mentoring. Last year Stacey was matched with Mariana, a shy 4th grader at Burton Elementary. “She hasn’t been shy since day one!” laughs Stacey. “We get along famously. You guys did a great job putting us together. It was a perfect match. Our birthdays are both in June, we both have glasses, and we’re both crazy!”

She describes Mariana as “loving, warm, and kind.” Together they read, practice math problems, make crafts, play a lot of games, and talk. “She has a special place in my heart. Her drawings are all over my cubicle. It’s enriched my life and opened up my eyes. It’s the best part of my week. Her smile lights up her whole face. She laughs from the tip of her toes to the top of her head. She’s always laughing and joking. It’s awesome,” smiles Stacey.

“Everyone can use a little more love in their life. At 53 I can still grow too.”

Stacey believes it’s a mutually beneficial experience for the mentee and mentor, “It’s good for me too. It makes me follow through on things and be accountable. I show up and am there when I’m supposed to be. I don’t let work take over my life. I have learned about different cultures, her dad is from Guatemala. It’s opened up my eyes a lot. Everyone can use a little more love in their life. At 53 I can still grow too.”

Stacey loves having the Mentor Center support and the relational approach Affinity embraces, “You can have a relationship. You can’t relate to children in programs that just focus on reading and in a short time. The Mentor Center is great, the supplies are great, and [the staff] are very helpful. They’re very nice, easy to contact, and always smiling. They’re not looking over your shoulder. They flutter in and out to make sure everything is ok. They get excited for the students.”

Aside from weekly volunteering, Stacey has also been a champion of Affinity at Aon. With Stacey’s advocacy, Aon has financially supported Affinity for the past two years. Aon recently donated $1,200 to sponsor a mentor match. This generous support ensures one mentoring match receives one year of mentoring, match support, resources, parent engagement, and anything else needed to be successful.

Aon is a leading global professional services firm providing a broad range of risk, retirement and health solutions. Our 50,000 colleagues in 120 countries empower results for clients by using proprietary data and analytics to deliver insights that reduce volatility and improve performance. By enabling our clients to take risks, we create social impact every day—driving innovation and economic growth and helping millions of people to recover and thrive in the face of adversity.

Our volunteers represent the best of Aon by demonstrating a commitment to service that extends beyond our day-to-day business responsibilities and into our communities. Each year, Aon employees devote thousands of hours of service to charitable organizations and educational institutions around the world.Visit aon.com/empowerresults to discover how Aon is making a social impact in communities worldwide.

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If you’d like to support mentor matches like Stacey and Mariana donate online or if you’d like to learn more about corporate sponsorship opportunities contact Rachel Lopez.


A Mentor Story: Brandon Reyes

“When I was 5 or 6 years old my mom and I fled Veracruz, Mexico. Escaping an abusive relationship with my father,” explains Brandon. “As a young kid I still understood what was going on and why we had to leave.” Brandon vividly remembers crossing with the Coyotes to the United States, “I had really bad asthma and walking through the hot desert made it so much worse. We ran out of water so we ended up giving up. We turned ourselves in.” That was the first time.  

“My mom is a very kind and loving person. She’s really strong and has a big heart,” smiles Brandon. His mom knew she needed to leave the country in order to get them out of the abusive relationship. “The second time we traveled from Juarez, Mexico to Tucson, Arizona to Chicago and finally to Grand Rapids. My aunt lived there.” His aunt was able to help his mom find work at a local factory. Brandon and his mom lived in a small apartment with his aunt and six other people for the first 5 years. “During that time she was my mom and my dad.” A few years later “Popo” came into his family, becoming his step-dad and eventually “dad.”  

“I started school at Burton Elementary at the end of 2003. I had never gone to school before. We couldn’t afford it in Mexico. Everything was new. New culture. New language. Everything sounded blurry.” Brandon remembers one of his teachers, Ms. Pena, who made him feel welcome and helped him understand the new culture and language. She was married to a Latino and had learned Spanish. “My mom and I were really surprised.”

Although Brandon was getting used to his new life and new school. He still struggled with English and reading. His teacher, Ms. Morningstar, helped him get a mentor, Allan. “At first I was kind of scared. I didn’t know much English. It was tough to say words at the beginning. He made me feel confident and not worry if I said it correctly. He would show me a graph of objects and pictures – made sure I knew the basics to help me communicate.”

“Soon I started looking forward to [mentoring]. One time I got upset I couldn’t spell the words on a quiz. I tried to memorize them as best as I could. He cheered me up.” Allan, cared about him and just showed up. “I remember him asking me ‘how was my day, how’s mom, how do you feel in school’ –  he always started there. My mom wasn’t always at home, she worked a lot. It helped having someone ask me how my day was.”

One of Brandon’s favorite memories was going to Spring Hill Camp. “It was incredible. I had never gone camping. We did tie dye shirts, rock climbing, there was a lake – it was the most incredible thing. One day kids started getting cards and gifts from their parents. I thought my parents probably didn’t know. Then I received a bag of candy and a card from Allan.  I thought no one would remember me. It made my day to be honest.”

“When I came home I was talking about camping so much we finally went as a family. My parents wanted to go. In the Latino culture we usually stay close to our community. It was new for us. We went to Silver Laker and it changed the perspective of my family a lot. Now we go camping every year.”

“My mentors and teachers saw potential in me. Without my mentors I wouldn’t have graduated from high school. I wouldn’t have done a lot of activities or been as involved. I probably wouldn’t have the job that I do now. Now I go to Grand Rapids Community College, I enjoy graphic design, and I work at a nonprofit, Health Net of West Michigan. I’m really involved in the community and like to help people access resources.”

Brandon has also volunteered for FitKids, Michigan United, and Cosecha GR. “I’ve done a lot of public speaking about immigration, immigrant rights, sharing my story, and how to get involved.” In the future he hopes to start a nonprofit. His dream school is Calvin College. When asked about what he hopes the future will bring the mentoring program, “I hope a lot of kids are participating, I never want the program to end. It benefits the whole community.”

 

If you’d like to support other students like Brandon please consider giving the gift of mentoring starting at $10 a month.