Questions Prospective Students Ask

Q: Who is eligible to join?
A: Partners for Youth accepts applications from teens (14-16 yrs. old, 14 by Jan 1st the year they apply) who live in Southwest Central Durham (the West End, Lyon Park, Burch Avenue, Morehead Hills, Tuscaloosa/Lakewood and Lakewood Park), as well as any student who attends Githens Middle School or Jordan High School. Applications are available each summer through mid-June. Students who complete applications are interviewed by the program director and a current student member of the group. Students are accepted if their application and interview indicate that the student is motivated to improve their grades, explore careers, and form relationships with other teens and adults who are motivated to learn. PFY works with 25 students each year. Once a student joins, our goal is to keep them in the program through their first year of college. Every summer, students graduate out of the program and new students can apply for open slots. Class Thirteen will form in September 2009.

Q: Why don’t you work with kids from all over Durham?
A: When the Duke-Durham Neighborhood Partnership began in 1997, the University decided that it could have a bigger impact if it focused its efforts in the neighborhoods closest to campus where the majority of its employees live. The first thing the University did was survey these neighborhoods to find out what their primary concerns were and what role they thought Duke might play in addressing them. In Southwest Central Durham (the West End, Lyon Park, Burch Avenue, Tuscaloosa/Lakewood, Lakewood Park and Morehead Hill), residents asked Duke to help them identify positive role models for teens and provide those teens with career information and training. Duke-Durham Partners for Youth was created to address this request. In March 2004 PFY became an independent non-profit, and the board decided to expand our criteria to include low-income students who attend Durham School of the Arts, Githens Middle School or Jordan High School, regardless of where they live. There are a number of advantages to having the program work in a relatively small geographic area: transportation is easier for program staff, students and parents to arrange; tutoring sessions and other meetings can also be held at our schools; and, most importantly, the group is “real” — students and their families know each other outside of the program. The neighborhood connections strengthen PFY and is one of the factors that contributes our success.

Q: How does PFY work?
A: Each PFY student is matched with four different mentors: 1) a community-based mentor – an adult who meets with them at least 4-6 hours/month, year-round participating in group and paired activities; 2) an academic mentor – a Duke student who tutors them twice/week (Tues and Thurs afternoons) in two classes the students chooses; 3) a school-based mentor – a teacher the students asks to support them at school; and 4) a job-based mentor – an adult at their summer job site who meets with them each week to discuss job performance and career goals.

Q: What is PFY’s schedule?
A: During the school year, PFY students meet for tutoring on Tuesday and Thursday afternoons (4-5:15 pm). Students are picked up at school and brought to Duke’s East Campus. One Saturday morning (10:30 am – 1pm) each month, year-round, students and community-based mentors to talk about topics such as money management, sexuality and diversity. During the summer, students who have actively participated have an opportunity to work for at least six weeks in a paid internship. Traditionally, the group travels out-of-state for a college tour and trip (Washington, D.C., Atlanta and Baltimore in the past).

Q: Is there any charge for participating?
A: No. For some activities, students are advised to bring money to pay for a snack. On the spring trip, students pay for several meals. Mentors can be reimbursed up to $25/month for their expenses related to activities with their student.

Q: What type of activities do you do?
A: One Saturday morning, each month, year-round, all of the students and community-based mentors meet to discuss topics, hear guest speakers or play. In the past, we have had events to learn about what happened in Durham during the Civil Rights Movement, gone bowling and done a low ropes course. Periodically, students have assignments, particularly to prepare for our trips.

Questions Prospective Mentors Ask

Q: How much time does PFY require?
A: To be a mentor you must spend at least four hours a month with your student. This four hours should include a balance of one-on-one time and attendance at group events. Especially at the beginning of your relationship with a student, it is important to set a regular time to make contact; we recommend that you see your student at least once every two weeks. The time you and your student spend together can be anytime that suits your schedules and doing anything you both enjoy. Most students and mentors spend a good amount of time eating out, shopping, cooking and hanging out. We ask that you include educational activities whenever possible – things like going to the library, a jazz concert or an art show, etc., Obviously, the number of hours a mentor spend with his/her student is far less important than the kind of relationship they form. The time requirement is a guideline; we don’t feel it’s possible to form a relationship if the student and mentor don’t see each other at least that much. There are always weeks or months that mentors aren’t able to maintain a regular schedule because of either the mentor or student’s work or family requirements. As long as a student and mentor maintain contain during these more difficult periods, they are able to get back on track when schedules permit.

Q: What kinds of support do mentors receive?
A: PFY’s unique format matches each student with a team of four mentors: a community-based mentor – an adult from the community who meets with their student at least four hours/month year-round; a tutor – a Duke student who tutors the student twice/week, Sept – April; a school-based mentor – a teacher the student chooses to meet with at school; and a job-based mentor – an adult at the student’s summer internship site. There mentors work with the student at different times. Each mentor shares their particular strength with the student (i.e. community-based mentors do not have to tutor algebra and tutors aren’t expected to discuss careers or provide the same kind of perspective an older adult can). Community-based mentors have “Mentors Only” meetings several times/year to share experiences and advice. Tutors and school-based mentors meet once/semester. Contact information for each mentor and student are shared with the entire group and the various mentors are encouraged to work together to support the student. There are several group-wide events each year. In addition to the scheduled meetings, mentors are always encouraged to contact the program coordinator to resolve problems and brainstorm strategies.

Q: Are mentors paid?
A: No. Mentors are not paid, but they can be reimbursed up to $25/month for expenses related to doing things with their student – buying tickets to a game or eating out.

Q: What is the process for becoming a mentor?
A: Prospective mentors complete an application form which asks for information about their interests, experiences and names of three references. Mentors also submit a release that allows PFY to run a criminal background check and driving record check. Minor infractions (occasional traffic tickets) are discussed with the mentor; more significant infractions are handled on a case-by-case basis. The prospective mentor then has an interview with the program coordinator and a PFY mentor. If at this point, the program coordinator and mentor feel the prospective mentor is a good fit for the program, the prospective mentor is invited to attend an orientation session (approximately 2 hours) where they get information on PFY’s guidelines regarding confidentiality, liability, the schedule, etc. After orientation, the mentor is matched with a student.

Q: How effective is PFY?
A: As of September 2008, twenty-eight PFY students have graduated from high school; twenty-four have continued on to college. Given that over 80% of our students live in an area where over 29% of the adult population do not have a high school diploma and 12% do not have a ninth grade education. (according to the 2000 census), we consider this our most significant achievement. PFY has a comprehensive evaluation plan which reflects the positive impact it has on students’ school attendance, attitudes towards learning and their future. In 1999, PFY won a CASE (Council for the Advancement and Support of Education) Gold Medal Award, which recognized PFY as an innovative model for youth mentoring programs nationwide.