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This article focuses on the relation between mobility and assimilation among the Roma. Quantitative results from UNDP research in four Central and Eastern Europe countries provide new data and show the need for a new conceptualization of the evidence. These results demonstrate that there are no significant data to confirm the existence of a straight-line process of assimilation in the Roma case. Thus, they question the canonical theory of assimilation by demonstrating that middle-class Roma tend not to leave their identity behind. I propose the need for a segmented theory of the different upward mobility paths that Roma people tend to follow. In a complementary way, the observed results also point out the need to take into account some variations in Roma ethnic identity depending on the source of ethnic data, how they are collected and the implications for research in the different national contexts explored.

Mentoring Children and Young People for Social Inclusion critically analyses the challenges and possibilities of mentoring approaches to youth welfare and equality. It explores existing youth mentoring programmes targeted towards youth in care, immigrant, and refugee populations, and considers the extent to which these can aid social inclusion. The book compiles works by scholars from different countries focused on how child and youth mentoring has been changing globally in recent years and how these changes are identified and approached in different contexts. The book seeks to address what empowering youth means in different socio-political contexts, how mentoring is approached by governments and NGOs, and how these approaches shape mentoring relationships. It provides insights on how mentoring can tackle structural inequalities and work towards child and youth empowerment. This book will be of great interest for academics, scholars, and postgraduate students in the area of inclusive education and mentoring. It will also be useful reading for social workers, community developers, and practitioners working in NGOs, as well as for governments looking for innovative ways to generate interventions in the educational and social arena.

<p>El debat sobre com apoderar als nostres joves a través de diferents tipus de suports és cada vegada més rellevant en un context on el nombre de menors no acompanyats i joves que migren sols o soles ha augmentat considerablement. En aquest article els autors presenten la mentoria social com un suport eficaç que s'ha estat posant en pràctica en diferents països. Presenten l'origen de la mentoria social i les seves característiques bàsiques, i expliquen de quina manera l'apoderament dels joves es pot desenvolupar a través de relacions d'acompanyament que afavoreixin l'accés a informació, persones i institucions que afavoreixin la inclusió socials dels joves i que fomentin una reflexió conjunta i de diàleg al voltant de com s'estructura la societat i com es pot contribuir a millorar el món present. Finalment, a partir de l'experiència acumulada de recerca i de gestió del projecte Rossinyol impulsat des de la Universitat de Girona, destaquen el que consideren que són els 10 elements fonamentals perquè la mentoria contribueixi a desenvolupar l'apoderament dels joves, i assenyalen 9 10 consideracions pràctiques a tenir en compte per a un bon funcionament de qualsevol projecte amb aquestes característiques.</p>

<p class="Abstract">The expectations held by secondary school teachers play a key role in university access of immigrant and ethnic minority students. Even so, the majority of scientific research conducted in Spain has paid little attention to this, as well as giving little consideration to the exclusive and inclusive dynamics that can occur in secondary schools. When speaking about the educational success of these students, in general, we usually only look at elements relating to the capacities of these young people, endogenous to their own culture or to their socioeconomic environment. Although this last element is important, this study emphasizes the situation of access of these groups in a Spanish university and its area of influence and how the expectations of teachers and of their immediate surroundings are important in shaping the aspirations and expectations of minority students. We also highlight the elements that can contribute to overcoming low educational expectations and facilitate access to the university.</p><p class="Abstract"><span lang="EN-GB"><br /></span></p>

Este estudio tiene como objetivo ahondar en como el apoyo de la mentoría social en los adolescentes de origen inmigrante favorece la adquisición de la lengua de instrucción del contexto de acogida. Para ello, en este estudio se analizaron los principales efectos que tienen relaciones de mentoría de los proyectos Ruiseñor y EnTàndem en Cataluña. Corresponde a un diseño cuasi-experimental, mixto, con pre-test y post-test a un grupo participante y un grupo control de adolescentes de origen inmigrante, y a sus docentes. También se realizaron entrevistas en profundidad a mentores y a mentorados. Los resultados aportan datos sobre el rol de la mentoría social en la aceleración de la adquisición de la lengua de instrucción y en cómo se puede favorecer la inclusión social de los adolescentes inmigrantes durante los primeros años de acogida gracias al apoyo informal de sus mentores.

In the last few years, the number of unaccompanied youths arriving in Europe has increased steadily. During their settlement in host countries, they are exposed to a great variety of vulnerabilities, which have an impact on their mental health. This research examines the effects of participation in a mentoring programme on the psychological and educational outcomes among unaccompanied migrant youths who live in the Barcelona metropolitan area. Data in this mixed-methods study were obtained from 44 surveys with mentored (treatment group) and non-mentored (control group) male youths who had recently turned 18, as well as through thirty semi-structured interviews with mentored youths, their adult mentors, and non-mentored youths. Our findings indicated that participation in the mentoring programme improved the mentored youths' self-esteem, resilience, and hope, as well as their desired or expected educational outcomes in this new context. We conclude that well-targeted and problem-specific mentoring programmes have positive and marked effects on unaccompanied migrant youths' mental health. The social and political implications of these outcomes are also discussed, providing information on how interventions can offer effective networks of support for the settlement and social inclusion of unaccompanied migrant youths.

In the last few years, the number of unaccompanied youths arriving in Europe has increased steadily. During their settlement in host countries, they are exposed to a great variety of vulnerabilities, which have an impact on their mental health. This research examines the effects of participation in a mentoring programme on the psychological and educational outcomes among unaccompanied migrant youths who live in the Barcelona metropolitan area. Data in this mixed-methods study were obtained from 44 surveys with mentored (treatment group) and non-mentored (control group) male youths who had recently turned 18, as well as through thirty semi-structured interviews with mentored youths, their adult mentors, and non-mentored youths. Our findings indicated that participation in the mentoring programme improved the mentored youths' self-esteem, resilience, and hope, as well as their desired or expected educational outcomes in this new context. We conclude that well-targeted and problem-specific mentoring programmes have positive and marked effects on unaccompanied migrant youths' mental health. The social and political implications of these outcomes are also discussed, providing information on how interventions can offer effective networks of support for the settlement and social inclusion of unaccompanied migrant youths.

Aquest estudi presenta dades amb l'objectiu d'analitzar les expectatives educatives i ocupacionals dels estudiants immigrants de classe treballadora que varen participat en un programa de mentoria en el passat. Per tal de realitzar un seguiment longitudinal d'estudi de cas dels mentors, els adolescents immigrants van ser enquestats abans i després de participar en el programa i de nou quatre anys després. Les dades de les entrevistes en profunditat mostren com les expectatives dels mentorats es troben condicionades pel paper del mentor o d'altres adults significatius. Els resultats suggereixen la qualitat de la relació, el paper actiu dels mentors com a agents institucionals, la manera com els mentors van proporcionar habilitats de capital social als estudiants i la manera com els mentors van tractar el llenguatge del nou context d'acollida com a trets clau per a l'apoderament dels estudiants.

Este artículo ofrece una revisión sistemática de las distintas metodologías, técnicas y estrategias en la investigación evaluativa de la mentoría social dirigida a jóvenes vulnerables. Se analizan treinta y cinco evaluaciones de programas durante la década 2010-2020. Los resultados obtenidos muestran el uso mayoritario de una metodología experimental con ensayos controlados y aleatorizados. Este tratamiento metodológico se está viendo progresivamente complementado por la incorporación de investigaciones cualitativas centradas en entender la experiencia de los jóvenes dentro de ella. En base a estos resultados, se plantea la pluralidad de métodos como alternativa en el campo de la mentoría y se destaca la necesidad de contar con estudios que informen sobre la calidad del proceso.