Table 1 Characteristics of included papers
From: Factors that sustain indigenous youth mentoring programs: a qualitative systematic review
Paper | Program | Location | Program Target Group | Sample | Purpose/Aim | Methodology | Data Collection | Sources of rigor | Final themes |
|---|---|---|---|---|---|---|---|---|---|
O’Shea et al. 2013. [44] | Australian Indigenous Mentoring Experience (AIME) | Australia | Aboriginal and Torres Strait Islander primary and high-school students of all ages | 8 university student mentors (5 female, 3 male) | Examine the mentoring relationship between university students and Indigenous school children. | Narrative Inquiry | Digital stories - Narrative script Pre/post program Semi-structured interviews | Use of multiple data sources Member checking Cross-checking interpretations with participants | Reasons for getting involved Countering expectations, assumptions and stereotypes Making connections with Young Indigenous Mentees |
Peralta et al. 2018. [45] | Government funded (Aboriginal controlled organization) sports-based program | Northern Territory, Australia | All Aboriginal students from 3 remote Aboriginal communities ranging between 80 and 240 km away from Alice Springs | 13 community members (parents/carers), 21 principal/teachers, 10 Aboriginal Assistant Teachers, 27 mentors, 55 mentees | Explore how participants perceive themselves and others, and how mentoring can improve and meet the needs of remote Aboriginal community youth | Qualitative case study design | Semi-structured interviews Creative artworks | Member checking; transcripts and summary of findings | Relationships and broadening skills and exposure, increasing students’ self-esteem and aspirations, supporting school activities, school attendance and engaging with students not in school system, holistic approach, and cultural understanding |
Crooks et al., 2017. [39] | The Fourth R: United Our Nations Mentorship Program | Canada | First Nations, Métis, and Inuit students grade 7–12 in southwest Ontario | 28 student mentees | Longitudinal evaluation of participation on positive well-being through mental health and cultural identity | Exploratory mixed methods | Semi-structured interviews | Interviewers independent of mentoring program Assessment of inter-reliability by Cohen’s pooled κ | Intrapersonal Interpersonal Learning (Culture and healthy relationship skills) |
Coyne-Foresi et al., 2019. [38] | The Fourth R: Uniting Our Nations Mentorship Program | Canada | First Nations, Métis, and Inuit students from local schools in grades 9–12 | 18 program mentors | Explore the benefits of mentoring from the perspective of high school youth mentors | Mixed methods approach | Semi-structured interviews | Independent reviewing of GCM cluster analysis from two researchers | Making cultural connections Benefits to self Relationships with family and friends |
Fanian et al. 2015. [40] | Kts’iìhtła (“We Light the Fire”) Project | Behchokǫ̀, Northwest Territories, Canada | First Nations Tłįchǫ youth aged 15–25 in the community of Behchokǫ̀, Northwest Territories | 5 Indigenous program facilitators, 4 youth program participants | Develop a community-led, youth driven model to strengthen resiliency through youth engagement through the arts | Mixed-methods approach | Observational field notes Focus groups Reflective practice | Triangulation in data analysis: independent analysis of data sources | Youth perspectives; interests in learning the arts, cultural relevancy, building new relationships Facilitator/mentor perspectives; program deliverance, access to resources |
Lopresti et al., 2020. [42] | Indigenous Youth Mentorship Program (IYMP) | Canada | First Nations, Métis, and Inuit elementary school students in Canada | Interviews: 3 Young Adult Health Leaders and 1 youth mentor Focus Groups: 8 Young Adult Health Leaders and 8 youth mentors | Describe key characteristics of IYMP implementation perceived by peer youth mentors and Young Adult Health Leaders | Focused ethnography | Participatory field notes Focus groups Semi-structured interviews Meeting notes | Researcher included in IYMP national team meetings and bi-weekly teleconferences Triangulation during data analysis through multiple interpretations of the data Member checking | Building relationships Communication Open engagement Instilling sense of ownership Program supports |
Ferguson et al., 2021. [41] | Indigenous Youth Mentorship Program (IYMP) | Canada | First Nations, Métis, and Inuit elementary school students in Canada | 23 students, 4 mentors, 7 Young Adult Health Leaders | Explore YAHL, mentor, and elementary student experiences in the program | Qualitative Description | Sharing circles One-to-one in-depth interviews Focus groups | Peer debriefing Alternative interpretations of the data | Fostering wellness (physical, emotional, mental) Building relationships Exploring leadership |
Ritchie et al. 2010. [43] | Outdoor leadership training program | Northeast Ontario, Canada | All First Nations adolescents aged 12–18 living on reserve in Wikwemikong | 17 Elders, 4 mental health workers | Build Aboriginal youth resilience and cultural identity through outdoor community adventure. | Community-based participatory action research | Focus groups | Cho and Trent (2006) guidelines for transactional and transformational validity [60] | Influencing self and others Connecting with Aboriginal roots and Culture Respect and values Persistence challenges and strategies |