The DREAM Program, Evaluation Reports, Mentor Evaluation, 2011-12

The DREAM Mentoring Program: An Evaluation of DREAM’s Impact on Mentor Participants

Elizabeth Haag Evaluations Coordinator The DREAM Program, Inc. PO Box 361 Winooski, VT 05401 802-338-8979 www.dreamprogram.org January 2012

Acknowledgments I wish to acknowledge the contributions of the DREAM mentors for their insights, cooperation, and continual dedication to the program. Much appreciation is given to Renee Spencer, Ed.D., LICSW and her team at the Boston University School of Social Work for their thorough literature review and survey tool design for this project. We would also like to thank the Permanent Fund of Vermont and the Vermont Student Assistance Corporation (VSAC) for their generous funding of this project. Thank you to the following DREAM staff (Katie Albiston, Paul Espina, Mike Ewan, Rachel Kauppila, Rosetta Morse, and Jenni Spicer) for their help with survey administration, and the 2011-2012 central office staff for their thoughtful encouragement in writing this report.

Elizabeth Haag

Data Analysis and Consultation for this report provided by:

Further information about this study can be obtained from:

Amy Carmola Hauf Ph.D. Director of Community Impact & Engagement United Way of Chittenden County 412 Farrell St. Suite 200 South Burlington, VT 05403 (802) 861-7850 amy@unitedwaycc.org

Elizabeth Haag Evaluations Coordinator The DREAM Program PO Box 361 Winooski, VT 05404 (802) 338-8979 liz@dreamprogram.org

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Table of Contents Organizational Background ............................................................................. 4 Goal of Current Evaluation .............................................................................. 7 DREAM’s Mentor Theory of Change .............................................................. 8 Objectives, Sample, and Methods .................................................................... 12 Description and Analysis of Survey Instruments ...............................................13 Summary of Findings ....................................................................................... 15 Detailed Report of Findings ............................................................................. 17 Mentor Characteristics ...................................................................... 17 Mentor Perspectives, Commitment, and Relationships .................... 20 Mentor Perspectives, Perceived Satisfaction and Benefits of DREAM.......................................................................... 29 Mentor Outcomes .............................................................................. 32 Connectedness to Campus Community ............................. 32 Social Networks ................................................................ 34 Worldview ......................................................................... 36 Confidence in Leadership and Change Agent Abilities .... 38 Sense of Civic Responsibility ............................................ 40 Catalysts for Social Change .............................................................. 43 Concluding Remarks ........................................................................................ 45 References ........................................................................................................ 46 Appendix A ...................................................................................................... 48

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The DREAM Mentoring Program: An Evaluation of DREAM’s Impact on Mentor Participants Background DREAM (Directing through Recreation, Education, Adventure, and Mentoring) is a non-profit mentoring organization that pairs college students and children living in subsidized housing developments in Vermont and Boston, Massachusetts. As described in the mission statement: DREAM builds communities of families and college students that empower children from affordable housing neighborhoods to recognize their options, make informed decisions, and achieve their dreams.

DREAM was founded in 1999 by students attending Dartmouth College and achieved 501(c)(3) status in 2001. DREAM has evolved into a multi-state mentoring and adventure organization that now includes partnerships between twelve colleges and sixteen affordable housing and lowincome communities across Vermont and Boston. DREAM Local Programs from the point of survey administration to present are listed below: • • • • • • • • • • • • • • • •

Dartmouth College and Northwoods/Hollow Drive, White River Junction (est.

January 1999) Dartmouth College and the town of Windsor, Windsor (est. June 2001) University of Vermont and Elm Street, Winooski (est. February 2002) St. Michael’s College and Franklin Square, Burlington (est. February 2003) Norwich University and Green Acres/Highgate, Barre (est. September 2003)1 Castleton State College and Forest Park, Rutland (est. September 2004) Champlain College and Birchwood, Milton (est. September 2004) University of Vermont and Franklin Street, Winooski (est. September 2005) Middlebury College and Pine Meadow, Middlebury (est. January 2008) University of Vermont and Riverside, Burlington (est. September 2008) Bennington College and Willowbrook, Bennington (est. September 2008) Green Mountain College and the town of Poultney, Poultney (est. September 2008) Northeastern University and Madison Park, Roxbury, MA (est. September 2009) Boston University and Orchard Gardens, Roxbury, MA (est. September 2009) Harvard College and Putnam Gardens, Cambridge, MA (est. December 2010)2 Tufts University and Somerville Housing Authority, Somerville, MA (est. September 2011)3

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The Norwich University and Highgate program was dissolved in the fall of 2011, but was active during survey administration. Surveys from The Harvard College and Putnam Gardens program was not established at the time of survey administration, and is not represented in this study.

3 The Tufts University and Somerville Housing Authority program was not established at the time of survey administration, and is not represented in this study.

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These partnerships, or “Local Programs,” are the core of DREAM and serve a range of youth from ages 4 to 18. The Local Programs, supported by a central office, are organized and operated by college students and incorporate both one-on-one and group mentoring activities.

Every child has a college student mentor who is able to customize one-on-one programming to suit their child’s needs, as well as group programming for the diverse range of DREAM’s youth participants. Youth have the option of continuing to be part of the DREAM program over many years, affording sustained contact and compounding benefits. Local Programs engage in culminating adventures at the end of college semesters, which include traveling to destinations throughout New England, as well as “clean up” days in the community and large-scale fundraisers for educational and recreational purposes.

Special programmatic efforts are also made to sustain youths’ contact with DREAM over the summer months, when college students are less able to provide their time. This includes overnight sessions at Camp DREAM, High Adventure expeditions for teenagers (past trips have included Colorado, Florida, and Alaska), and onsite programming in each child’s community, all at no cost to families.

Central to DREAM is its Village Mentoring model, which focuses on the volunteers’ and participants’ feelings of ownership and group culture.

• Ownership: Ownership allows all involved to have control over and responsibility for program outcomes. This level of involvement is in contrast to many programs that place their volunteers solely on the receiving end of directions. Village Mentoring fully leverages and engages volunteer resources.

• Group Culture: Group culture in DREAM arises from a combination of the program being a frontier for ideas as well as a social outlet. Volunteer mentors spend time with each other while programming with mentees as well as during planning and training events. This social component has a contagious effect on volunteer recruitment and in bringing energy to programming. It also creates a hub for idea development and implementation.

Programmatic Components Weekly Mentoring: Youth are paired with college student volunteers in consistent one-on-one relationships. On a typical DREAM programming day, students bring the children to their college campus for a combination of group and one-on-one activities. Group activities are ageappropriate and are tailored by mentors to meet the specific needs and interests of each child.

Culminating Experiences: Weekly mentoring activities build into a culminating experience at the end of each semester or term. Culminating experiences can take many forms, including a group day of skiing, a day of service, or a trip to Boston or Washington, DC. Culminating experiences are highly anticipated events, enhancing important skills such as goal setting, fundraising, and delayed gratification.

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Summer Program: The Summer Program is designed to establish continuity between school years, as well as to provide opportunities for group communication skills and self-reliance development. DREAM summer community interns implement programming with DREAM communities 3 to 5 days a week throughout the summer. This program combines onsite activities and off-site trips to explore Vermont and neighboring states.

Camp DREAM: Founded in the summer of 2004, Camp offers free residential summer camping for children ages 8 and older and overnight winter camping for youth ages 10 and up. Camp provides outdoor education and adventure opportunities, focusing on activities that build selfreliance and teamwork. Camp is also a significant forum for cross-program collaboration and for the deepening of relationships between mentors and youth. Additionally, Local Programs visit Camp DREAM for different special events throughout the year.

Teen Programs: DREAM recognizes that the needs of youth change as they enter adolescence, and a curriculum of teen-centered opportunities was established to address those needs.

Opportunities include: “High Adventure” – Embodying DREAM’s core value of “Dreaming Big,” children choose a destination and work together with mentors throughout the year to plan, fundraise, and ultimately lead a trip together. These adventures build children’s understanding of communal responsibility and individual self-reliance, as well as broadening their world-view. Past High Adventure destinations have included Florida, Alaska, and California.

Counselor in Training (CIT) Program – The CIT program provides a series of trainings during the school year that qualify teens to work as counselors in training during summer camp sessions at Camp DREAM. In return, they receive skilled trainings and a small stipend. This program combines teambuilding with dynamic “on the job” and leadership trainings to increase each teen’s self-reliance and constructive risk-taking skills.

Teen Retreats – An annual inter-program effort to bring teens across the state together to enjoy one another’s company and reflect on the joys and challenges they face. Mentors and staff facilitate forums to confront “hard to face” teen issues, as well as providing venues for story sharing, questions, and exploration.

The programming outlined above develops long-term relationships amongst DREAMers, enabling children to build trust, feel cared for and part of a community, and engage in positive risk-taking. This gives them the opportunity to gain new perspective on themselves and the world around them, and envision new possibilities for their futures.

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Goal of Current Evaluation As DREAM expands to new communities and enhances its program model, it is important to track the impact the program is having on its participating youth and families. While the organization has focused heavily on evaluating its youth participants over the years, the significance of also understanding the extent to which the DREAM program influences mentors has become equally apparent. Primarily, the DREAM Program would like to: • • •

Identify characteristics that exemplify the typical DREAM mentor Understand the type of experiences mentors have in the program, and Understand how those experiences impact their perception of themselves, their relationship to their community, and their sense of an ability to make change in their own communities.

In the winter of 2004-2005, the DREAM Program developed a Theory of Change4 – a model that attempts to synthesize DREAM’s programmatic mechanisms, immediate outcomes, and long-term outcomes on youth into a single framework. As noted by Weiss and others (e.g., Patton, 2002; Connell & Kubisch, 1998; Philliber, 1998), explicating a theory of change is valuable to informing the work and understanding of not only program evaluators, but that of program designers, managers, practitioners, funders, policy makers, and the general public.

DREAM’s Child Theory of Change inspired DREAM to create a “Mentor Theory of Change.”

DREAM believes this theory of change is equally important in understanding its organizational impact on both youth and mentors.

The first portion of this evaluation takes steps to assess the quality of mentoring relationships and the level of commitment to those relationships from the mentor perspective, as well as how well those mentor perspectives compare with youth perspectives of the relationship. The second section of the evaluation addresses DREAM’s new Mentor Theory of Change, and examines DREAM’s potential impact upon its mentor participants. DREAM’s intent is to test out this theory, and get a sense of whether this theory of change is correct in its expectations.

It will also outline where further research or information is needed in identifying DREAM’s impact on mentors.

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DREAM’s Mentor Theory of Change Background Since 2001, the DREAM Program has been interested in the impact it has on mentors. Over the years, staff has spent time researching, surveying mentors, and analyzing feedback to land on key outcomes DREAM believes mentors are having from participating in the program. Among those include an increased social capital, broadened worldview, improved leadership skills, and ultimately, that mentors become catalysts for change in their own communities. DREAM’s draft Mentor Theory of Change was born. With support from the Permanent Fund, the DREAM Program created a partnership with Renée Spencer, Ed.D., LICSW and the Boston University School of Social Work during the spring of 2009. This group was contracted to complete an indepth literature review to determine the validity of DREAM’s proposed Mentor Theory of Change, and ultimately draft survey tools that align with the outcomes of that theory of change.

The purpose of the present project was to develop an empirically based theory of change for the mentors serving in the DREAM Program that can be tested in future evaluations of the DREAM Program. To achieve this end, we (a) reviewed the research literature on mentoring and service learning, with an eye toward (b) more fully articulating an empirically informed theory of change for the mentor participants and (c) identifying appropriate standardized measures of the constructs represented in the theory of change where possible (Spencer, R., Bachman, S. & Novelle, M., 2009, p. 1).

Below is DREAM’s current Mentor Theory of Change. The model, as well as the outcomes explanations, was formulated from the literature review of Dr. Spencer and her team, along with input from the DREAM office staff.

Increased Connectedness to Campus Community

Mentor Characteristics

Expanded Social Networks (Larger DREAM Expanded Community) World View

Participation in DREAM

Increased Confidence in Leadership and Change Agent Abilities

Increased Sense of Civic Responsibility

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Mentors become Catalysts for Social Change

Mentor Characteristics Each mentor enters the DREAM program with different characteristics. These may include a person’s volunteer history, family background, and socio-economic status, among others. These items and more can influence whether or not an individual becomes a mentor, and more specifically, a mentor with the DREAM Program. That being said, this piece is crucial in understanding who these mentors are, and why they are attracted to DREAM. Research says that individuals who choose to mentor have greater educational aspirations, a high self-esteem, and have parents who volunteer, among other things (Spencer et al, 2009).

Participation in DREAM The varying characteristics of DREAM mentors in addition to their participation in DREAM will hopefully produce the primary outcomes outlined below, as hypothesized by the DREAM Program and proposed by Dr. Spencer and her team. Participation in DREAM is defined as: presence at weekly mentor meetings, attending weekly DREAM programming activities, and periodically participating in various DREAM sponsored events.

Primary Outcomes The desired results of a mentor’s involvement with DREAM are an increased connectedness to the campus community, expanded social networks, expanded world view, increased confidence in leadership and change agent abilities, and increased sense of civic responsibility. It is proposed that these results are directly linked to the combination of mentors’ characteristics and their participation in the program.

• Increased Connectedness to Campus Community By participating in the program, DREAM mentors have an enhanced opportunity to connect with peers on campus. The program operates as a student led, on-campus group, and connects students through the common interest of working with youth. Programming frequently occurs on college campuses, where students reside and learn, creating a stronger bond with the campus community (Spencer et al, 2009). As a result of program involvement, mentors access resources on their campus (reserving campus space, food donations, renting vehicles, collaboration with specialized clubs on campus for programming, etc.) that also increases connectedness to the campus community.

• Expanded Social Networks There are endless opportunities to expand ones social networks through DREAM. Building relationships with other college student mentors, developing relationships with children and families from different communities, exposure to DREAM office staff and alumni, and access to community organizations and local partners, mentors are introduced to a variety of people. Through interacting with people from a wide spectrum of life experiences DREAM provides opportunities for mentors to expand their personal peer group, and experience a diversity of relationships. “These relationships increase the social “wealth” of mentors, providing them with a network of individuals and institutions that afford them support, opportunities, and resources which in turn, they are able to give back to” (Foote, M. & Potter, J., 2006). This wealth is

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…defined as the goodwill available to individuals based on the strength, quality and breadth of their social ties. It consists of cooperative relationships that provide individuals with available resources, information and support that facilitate both individual and collective goal achievement” (Spencer et al, p. 5, 2009).

• Expanded World View Participating in DREAM provides mentors with the opportunity of experiencing communities beyond their own campus community. This includes visiting their child’s housing community, as well as attending culminating trips and High Adventures. By creating an increased sense of awareness, mentors also gain an increased understanding of the children they work with, and communities they experience (Spencer et al, 2009). Mentors gain a broader sense of the world, and the differences that exist within their own community, statewide, and even nationally.

• Increased Confidence in Leadership and Change Agent Abilities By the nature of the DREAM model, mentors are poised to take on numerous leadership roles, in many different forms. This includes holding officer roles within their student group, leading large-scale fundraisers, and spearheading high adventure excursions. DREAM provides opportunities to take risks, make mistakes, and gain confidence in their abilities to be leaders. These experiences allow mentors opportunities to see the changes possible among their peer group, and community. Mentors may also experience changes in their mentoring relationship. Stronger bonds, changes in behavior, and group cohesion can enhance the idea that change is possible. This builds confidence their ability to make change on a larger scale – within the state, nationally, and globally.

• Increased Sense of Civic Responsibility Research has shown that participating in a mentoring program can increase one’s feeling of social responsibility and accountability to the community, and ability to make change. It has also been demonstrated that the development of that feeling increases the likelihood that individual will make change within their community in the future (Spencer et al, 2009).

DREAM feels passionately that mentors have continual opportunities that put them in the position to feel responsible for their community. This may include making commitments during mentor meetings, being a consistent role model to a child, participating in a service related opportunities, or seeing how their own experience in the program has changed them over time.

Global Result - Mentors Become Catalysts for Social Change The anticipated end result of the Mentor Theory of Change is that mentors will become catalysts for social change in their communities.

Recent studies in the volunteer and service learning literature provide further evidence to support the concept of mentor as change agent. Studies indicate that volunteers report experiencing increased feelings of personal satisfaction in relation to their ability to create change in the lives of the young people they mentor (Spencer et al, p. 5, 2009).

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As mentors move through their time as a DREAM mentor, they are exposed to new experiences and new communities of people, provided with leadership opportunities, and they gain a stronger connection to their own personal communities. It is these things combined that the DREAM Program hopes create the recipe for each mentor to continually advocate for and make change in their own community.

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Objectives, Sample, and Methods Objectives: As stated in the “Goal” section of this evaluation, this study was designed to explore initial outcomes of the draft DREAM Mentor Theory of Change. It intends to evaluate the impact of the DREAM mentoring program upon its mentor participants by assessing the degree to which mentors experience the outcomes described in DREAM’s proposed Mentor Theory of Change.

In addition, this evaluation examines the level of commitment of mentoring relationships and the quality of youth-mentor matches (as perceived by both mentors and youth), as well as the overall mentor benefits of participating in the program.

Sample and Methods: A DREAM mentor survey was administered to all active DREAM colleges from mid July through early October 2010. Survey links were emailed directly to mentors, and selfadministered online through the Survey Monkey website. Mentors were offered a two-dollar donation to their program per completed survey as an incentive. Mentors received several reminders throughout the summer to fill out the survey, and an effort was made to get in touch with each mentor participating in the program via email and in-person meetings. A total of 160 completed surveys were received, and a total of 222 partially completed mentor surveys.

Respondents ranged from – 8(4%) first years, 78(35%) second years, 72(32%) third years, 56(25%) fourth years, 3(1%) fifth years, and 5(2%) recent graduates. At the time of survey administration, 299 mentors were actively participating in the DREAM Program throughout the state of Vermont and Boston. Thus the survey sample of 222 mentors represents 74% of all DREAM mentors. Of the mentors surveyed, 160 (72%) indicated that they were currently in a one on one mentoring relationship.

College or University Dartmouth College University of Vermont St. Michael’s College Norwich University Castleton State College Champlain College Middlebury College Bennington College Green Mountain College Northeastern University Boston University Unidentified College Total

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# of Mentor Surveys Completed 54 44 20 8 8 9 20 17 13 10 15 4 222

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% of All Mentor Surveys Completed 24.3% 19.8% 9% 3.6% 3.6% 4% 9% 7.7% 5.9% 4.5% 6.8% 1.8% 100%

Description and Analysis of Survey Instruments The mentor survey included nine sections. The survey was designed and compiled by Dr. Spencer and her team through a report, and as the final piece of the partnership between DREAM and Renée Spencer, Ed.D., LICSW and the Boston University School of Social Work (Spencer et al., 2010). The first section of the mentor survey includes 8 items, and is a profile of information on the mentor’s college standing (NHES, 1999). There were 4 open-ended responses and 4 multiple-choice questions (i.e. GPA, year in school, etc.).

The second section of the instrument asked mentors specifically about their experiences with their mentee. This segment features 25 items, with 24 multiple choice and rating scale items and 1 open-ended item (4 items developed by Allen & Eby, (2009) and mentor-mentee relationship quality by the 10-item Mentor-Youth Alliance scale (MYAS; Zand et al., 2009), which yields a single-factor score representing perceived relationship quality. Both of these scales were used in assessing mentor matches in the 2009 youth surveys. Additionally, 8 items were adapted from the Working Alliance Inventory (Horvath & Greenberg, 1989) for this section of the survey.

Sample questions from each of the metrics included “How long have you been paired with your mentee?” “I am committed to developing an effective and productive relationship with my mentee,” and “I look forward to the time I spend with my mentee.” Mentors were asked to rate each one along a 4 and 5-point scale as to the degree to which they agreed or disagreed (i.e., Strongly Disagree,” “Disagree,” “Undecided,” “Agree,” “Strongly Agree”; and “Very True,” “True,” “False,” and “Very False”).

The third section of the survey asked questions about their experiences with DREAM, how connected they feel to their college community, and the extent of their social networks. It features 37 items, with each of those items on a rating scale. Questions regarding their participation in DREAM and support from the organization were taken from a Psychological Engagement Scale (McGuire & Gamble, 2006) and an Inventory of Service Experience: Organizational Support (Taylor & Pancer, 2007). Questions pertaining to the connection to the campus community are from the Scale of Community Belonging (McGuire & Gamble, 2006; Volpe, 2009; Goodenow, 1993), and social networking questions were from two separate scales, the Inventory of Service Experience: Exposure to Career Opportunities (Taylor & Pancer, 2007), and Adaptation of Networking Ability Scale of the Political Skill Inventory (Ferris, et al., 2005).

Sample statements included: “Compared to other extracurricular activities, being in DREAM has been very important to me,” “I can really be myself in my college community,” and “I am developing useful contacts for future employment through DREAM.” Mentors were asked to rate each one along a 5 and 6-point scale as to the degree to which they agreed or disagreed (i.e., “Strongly Disagree,” “Disagree,” “Undecided,” “Agree,” “Strongly Agree”; and “Very Strongly Disagree,” “Strongly Disagree,” “Disagree,” “Undecided,” “Agree,” “Strongly Agree,” “Very Strongly Agree”).

The fourth section focuses on each mentor’s world-view. In doing this, mentors were asked questions from the Civic Attitudes and Skills Questionnaire (CASQ) (Moely et al., 2002) on their diversity attitudes, social justice attitudes, and political awareness. This portion of the survey featured 21 items, with each of those items on a rating scale. Mentors were asked to rate each of the statements along a 5-point scale as to the degree to which they agreed or disagreed (i.e.

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“Strongly Disagree,” “Disagree,” “Undecided,” “Agree,” “Strongly Agree”). Statements included: “I find it difficult to relate to people from a different race or culture,” “People are poor because they choose to be poor,” and “I am knowledgeable of the issues facing the world.”

The fifth section of the survey had 29 items on a rating scale, and addressed mentor Leadership skills from the CASQ (Moely et al., 2002) and broader community engagement from the Civic Responsibility Scale: Connection to Community, Civic Awareness, and Civic Efficacy (Furco et al., 1998). Mentors were asked to respond to their level of agreement on a 5 and 6-point scale (“Strongly Agree,” “Agree,” “Undecided,” “Disagree,” “Strongly Disagree,” and “Strongly Disagree,” “Disagree,” “Slightly Disagree,” “Slightly Agree,” “Agree,” “Strongly Agree”).

Statements included: “I have the ability to lead a group of people,” “I participate in political and social causes in order to improve the community,” and “I believe that I can have enough influence to impact community decisions.”

The sixth section of the survey had 14 items on a rating scale, and measured mentors’ college participation plans outside of DREAM, as well as their anticipated post-graduate community involvement. Measurement scales were taken from the Civic Attitudes and Skills Questionnaire: Civic Action subscale (Moely et al., 2002). Among the statements included in the survey were: “In the future, I plan to participate in a community service organization” and “I am committed to making a positive difference.” Mentors were asked to respond to their level of agreement on a 5point scale (“Strongly Agree,” “Agree,” “Undecided,” “Disagree,” and “Strongly Disagree”).

The seventh section covered mentor satisfaction with their participation in the program, and the perceived benefits from being involved in the program. This portion of the survey included 13 items, on two separate rating scales, from the Inventory of Service Experience: Making a Difference (Taylor & Pancer, 2007) and Perceived Benefits Scale (McBride et al, 2009).

Mentors were asked to respond to their level of agreement on a 7 and 4-point scale (“Very Strongly Disagree,” “Strongly Disagree,” “Disagree,” “Undecided,” “Agree,” “Strongly Agree,” “Very Strongly Agree,” and “Not at all True,” “Slightly True,” “True,” “Very True”).

Statements included: “I get a real feeling of satisfaction from helping others in my work with DREAM,” “I feel that I have changed people's lives through my work in DREAM,” and “I feel my life has improved because of my involvement with DREAM.” A Social Desirability Scale (SDS-17; Stöber, 2001) was included at the end of the survey as a control, or method to test mentor responses for what they think they should say in response to some of the more sensitive questions. Mentors were asked to respond with “True” or “False” on 16 items. Sample questions included: “I sometimes litter,” “I would never live off of other people,” and “I always eat a healthy diet.”

The final section of the survey included three items with open-ended responses. Qualitative data from the mentor’s prose responses to open-ended questions (e.g., “What does DREAM mean to you?” and “What is one thing you’ve learned from being a part of DREAM?”) at the end of the survey were compiled and later categorized for major themes that arose from the mentors’ statements. Quotes from these responses are also placed intentionally throughout the report.

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Brief Summary of Findings The following section is a very brief summary, and more detailed findings can be found after the summary.

Mentor Characteristics: • Most mentors (91%) have been mentoring with DREAM for 6 months to 2 years.

• DREAM draws academically strong students, with an average mentor GPA of 3.4 (B+).

• 27% of mentors hold “work-study” jobs, and 75% of mentors volunteer beyond DREAM. Mentor Perspectives, Commitment, and Relationships: • DREAM mentors are exceeding expectations, with 84% of matched mentors spending more than the required 2 hours a week with their mentee.

• 94% of matched mentors feel as if their mentee likes them, and a lower, but still strong 85% of mentors feel their mentee appreciates them.

• A remarkable 100% of mentors answered affirmingly to the following statements: o I am committed to developing an effective and productive relationship with my mentee o I care about my mentee, even when s/he does something I do not approve of o My relationship with my mentee is important to me.

• The length of a mentor match, average amount of time a mentor spends with their mentee weekly, mentor year in school, and average mentor GPA have no significant correlation to mentors’ level of commitment in their relationship. However, commitment does vary significantly by where that mentor attends college.

• There is little difference in average scores of youth and mentor responses to questions on the Mentor Youth Alliance scale, with a score of 3.5 and 3.57, respectively on a 4.0 scale.

Mentor Perspectives, Perceived Satisfaction and Benefits of DREAM: • 99% of mentors agreed that they believed in what they were doing by participating in DREAM, and that being a DREAM mentor was a good experience for them • 94.5% felt that “compared to other extracurricular activities, being in DREAM has been very important” to them.

• 98% of mentors affirmed the statement, “I get a real feeling of satisfaction from helping others in my work with DREAM.” • Incredibly, 99% of mentors felt that it was at least “Slightly True,” if not more, that their life has improved because of their involvement with DREAM, and 88% of mentors felt it was “True” or “Very True.”

Connectedness to Campus Community: • 95% of surveyed mentors agree that their values are in line with those of DREAM, with 35% of those mentors recording they “Very Strongly Agree.”

• 92% of mentors feel they can really be themselves in their college community, with 32% of those mentors “Very Strongly Agreeing.”

• Somewhat surprisingly, 23% of DREAM mentors “Agree” that they sometimes feel as if they do not belong [in their community].

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Social Networks: • 74% of mentors agreed that their experience in DREAM makes them realize that they have the ability to work in this field, but only 45% felt through DREAM they are develping useful contacts for future employment.

• 59% affirmed the statement: “I have developed a large network of colleagues and associates through DREAM whom I can call on for support when I really need to get things done.”

Worldview: • 94% of DREAM mentors agree with the following statement, “Cultural diversity within a group makes the group more interesting and effective.”

• In response to the statement, “We need to institute reforms within the current system to change our communities,” 81.5% agree.

• 27% of mentors are undecided as to whether they understand the issues facing their community, with 70% agreeing.

Confidence in Leadership and Change Agent Abilities: • 10% of mentors feel they are better followers than leaders, with 32% undecided.

• 89% of mentors feel as though they are good leaders.

• 86% of mentors feel like they can make a difference in the world.

Sense of Civic Responsibility: • 73% of mentors currently participate in political and social causes in order to improve the community • 96% of mentors “Agree” at some level that they have the power to make a difference in the community.

• 76% of mentors responded positively to the statement, “I believe that I can have enough influence to impact community decisions.”

• 91% of mentors plan to become actively involved in issues that positively affect the community.

Catalysts for Social Change: • During their time at college, 86% of mentors plan on doing additional volunteer work beyond DREAM, and 98% of mentors are committed to making a positive difference.

• Upon graduation, 91% of mentors plan on doing volunteer work, and similarly, 98% of mentors are committed to making a positive difference.

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Detailed Report of Findings This section presents more detailed findings from the mentor survey, including: • Mentor characteristics • Mentor perspectives, commitment, and relationships • Mentor perspectives, and perceived satisfaction and benefits of DREAM • Mentor outcomes, using DREAM’s proposed Mentor Theory of Change as a framework Data from the mentor survey are presented separately by college, year in school, and mentor match status when appropriate. Additional separation occurs on an individual basis when there is a statistical difference between groups on survey items. Any significant differences between such groups are highlighted in the results described below. Survey questions discussed in analysis and represented in graphs are not exhaustive, and the complete survey tool can be acquired by contacting the DREAM Program directly.

Mentor Characteristics Mentors who completed the social desirability section of the survey had a mean score of 9.33.

This is very similar to the mean score reported in the Stober (2001) article for the age group of 18 to 29. Therefore, there is no indication that there is something substantially different about this group in comparison to Stober’s group of survey respondents.

Of the mentor surveys, there was a range of first year to recently graduated students – 4% first years, 35% second years, 32% third years, 25% fourth years, 1% fifth years, and 2% recent graduates. There is an even distribution among year in school, with second, third, and fourth year students being the majority who completed the survey. Members are traditionally recruited and trained during their first and second years with the hopes of maintaining a mentor match for their remaining time as a student (2 to 3 years).

Most mentors (91%) had been a part of the program for six months to two years at the time of this survey. Only 9% of mentors who completed the survey identified with having been with the program for three years or more. Not surprisingly, mentors anticipate graduating within four years of enrolling in school. This includes 5% of mentors recorded, graduating in 2010, 26% in 2011, 31.5% in 2012, 31.5% in 2013, 4% in 2014, 1% in 2015, and 1% who are unsure of their graduation year.

Mentors were also asked to record their cumulative Grade Point Average (GPA) in school at the time of the survey. The mentor GPAs submitted, ranged from a low of 1.7 to a high of 3.97.

DREAM tends to draw academically strong students, with an average GPA of 3.4 (B+) among all survey respondents. Mentor GPA does vary in significant ways by college, with Middlebury College, Northeastern University, and Dartmouth College having the higher average GPAs, and Castleton State College, Green Mountain College, and Norwich University with the lower average GPAs. Middlebury College recorded the highest average GPA (3.63) and Castleton State College with the lowest average GPA (2.84).

[DREAM] is honestly the most amazing part of my college experience. It is why I stayed at school!

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In an attempt to understand who DREAM mentors are in a different way, survey respondents were asked about their volunteer time beyond DREAM, and whether they currently hold a workstudy position with their college. Only 27% of DREAM mentors hold a work-study job, but this does not account for those who may hold jobs outside of the work-study program. Not surprisingly, 75% of DREAM mentors are serving volunteer hours in addition to, and beyond DREAM.

Of those mentors who are volunteering beyond DREAM, 53% of mentors are volunteering with their school, and 33% with the broader community in some way. 24% of those mentors acknowledged volunteering with a local hospital or social service agency, and 12% with a faithbased entity. A sizeable number (84%) of mentors identified with volunteering outside of DREAM, but in a way unlisted on the survey. Samples of these activities listed by mentors are, but not limited to: club sports, research, service abroad, child care, greek life, military programs, AmeriCorps, etc. However, from the prose responses, many of the “other� responses recorded do in fact fit into some of the listed categories on the survey. That said, it likely that the above percentages of each category are underestimates.

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Mentors participate in these volunteer opportunities at various levels, with the slight majority (54.5%) volunteering on a weekly basis. Roughly 10% of mentors recorded having participated in these activities at a higher or lower rate (10% daily, 9% monthly, and 10.5% a few times a year). However, it is clear that students who are drawn to DREAM are also compelled to volunteer with other programs and organizations.

DREAM means giving back to the community where I attend school and making a significant and positive impact on children's lives. – Middlebury College mentor

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Mentor Perspectives, Commitment, and Relationships Mentoring Perspectives: Of the mentors who completed the survey, 72% of respondents reported being in a current match with a mentee. Unless otherwise stated, findings referenced in this section are taken from those responses who identified having a current mentor match.

There is a fairly even distribution of match length among mentor pairs. 57% of mentors identified having been matched for only one year or less. This is not surprising given the time of the survey (summer). Most first and second year students will fall into this category.

DREAM came into my life when I felt that I was unworthy of anyone's time. I met my almost mentee before she moved, and we spent a significant amount of time together. Even though the mentoring was for a short time, I felt as though I could make a difference. I was capable of making a difference. – Castleton State College mentor As a mentor in DREAM, all participants are asked to commit to a minimum of 2 hours a week with their mentee and DREAM. On a whole, DREAM mentors are going above and beyond that expectation, with 84% of matched mentors spending over 2 hours a week with their mentee.

This does not include additional time spent in mentor meetings, trainings, organizing programming, and any other time with DREAM when youth are not present.

The amount of time a mentor spends with their mentee does have some variability by college.

Most Bennington College students (67%) are spending the minimum of zero to two hours with their mentee a week, while nearly 30% of Boston University and Saint Michael’s College mentors are spending six hours or more with their mentee a week. A whopping 100% of matched Champlain College mentors recorded spending three to five hours a week with their mentee. Each school has its own culture and philosophy, creating a diverse environment for mentoring. It is difficult to understand why mentors from specific colleges are spending more time with their mentees than others. Transportation, academic or work schedule, and group culture may all have an impact on this.

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Interestingly, there is also a difference in how much time a mentor spends with their mentee by their year in school. Not surprisingly, first year students are spending two or less hours a week, or, the least amount of time with their mentees. Time spent increases during the second year at school, and begins to level off in the third year, with a slight decline in the fourth year. Given that most mentors are recruited during their first and second years at school, it is expected to see that their time with their mentee increases through the years, as their relationship grows.

In looking at the frequency of volunteer activities among current mentors DREAM hypothesized that mentors who volunteered outside of DREAM were more likely to volunteer more time with their mentee. However, there is no statistically significant trend as to whether mentors who volunteer more or less outside of DREAM are more or less likely to volunteer their time mentoring in DREAM. Whether a mentor was volunteering daily, or a few times per year, there seems to be little or no impact on how much time they spend with their mentee.

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DREAM is an important part of my life. My mentee and his family are always on my mind and I make it my duty to visit as much as possible. I feel like a leader and a friend. Being in DREAM has opened many opportunities. – University of Vermont mentor Mentors were asked questions from three measurement scales in an attempt to gain a better understanding of their mentoring relationship. Again, the following responses reflect only those of who are currently in a mentoring relationship.

The first scale, taken from the Working Alliance Inventory, (Horvath and Greenberg, 1989) asks in depth questions about whether mentors feel as if they can help their mentee, and their perception of how well their mentee likes and trusts them. For the sake of analysis and group comparison, the mentors’ responses were merged into fewer categories (“Strongly Disagree or Disagree,” “I Don’t Know,” and “Strongly Agree or Agree”), allowing for easier identification of differences across groups.

94% of matched mentors feel as if their mentee likes them, and a slightly lower, but still strong 85% of mentors feel their mentee appreciates them. Interestingly, numbers in support of statements involving both the mentor and mentee agreeing on a feeling rated lower. For example, 53.5% of mentors feel their mentee agrees with them on ways that mentor can help him/her. 44% of matched mentors answered “I don’t know” to the same question. This is something to be aware of as relationships develop. It is possible that mentors and mentees do not always speak openly about the multiple purposes of their relationship, and don’t have a mutual understanding of what the connection can mean to each other.

It is exciting to see that 88% of matched mentors responded “Agree” or “Strongly Agree” to the statement: “I believe I can help my mentee with his/her problems.”

DREAM, in particular my mentee, is something that just makes me happy. I honestly couldn't imagine having as great a college experience as I've had without it. – University of Vermont mentor 22

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Mentor Commitment: To assess the overall level of commitment mentors have to their mentees, survey participants were asked four specific questions inspired by the “Mentor Commitment in Formal Mentoring Relationships Scale.” For the sake of analysis and comparison, the scales were merged into fewer categories (“Strongly Disagree or Disagree,” “I Don’t Know,” and “Strongly Agree or Agree”), allowing for easier identification of differences across groups. On the whole, there is no significant correlation between mentors’ social desirability score and how they answered these questions. However, there are some individual items within the scale where there is a correlation. Those are explained in depth below.

A remarkable 100% of mentors felt that they are “committed to developing an effective and productive relationship” with his/her mentee. This statement is not examined in more detail because all of the respondents agreed they are committed, regardless of how they may have answered other questions. Children in the program were asked similar questions from the Mentor Commitment in Formal Mentoring Relationships scale (Allen & Eby, 2009) in a separate study during the summer of 2009. In response to the statement: “I think my mentor wants to have a close and helpful relationship with me,” 77% of mentees affirmed (Haag, Carmola Hauf and Howe, 2010).

DREAM means engaging with a wonderful group of mentees and growing WITH them-- a truly collaborative process in which we are both learning about ourselves. It is the process of creating a family outside the home: a safe network where relationship building, mentoring, and general bonding thrive – Dartmouth College mentor

In exploring mentor commitment further and identifying how mentors responded to the above questions, a broad range of factors were examined to explore whether other characteristics of mentors or the mentoring relationship correlate with committment. Among them: the length of a mentoring match, the average amount of time a mentor spends with their mentee each week, a mentor’s year in school, average mentor GPA, and where mentors attend college. Only one of the listed factors was found to have a statistically significant correlation to how commited a respondent was to their mentoring relationship. That is where a mentor attends school.

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In response to the statement: “I often feel that I did not have enough time to devote to our relationship,” there was a range of responses by school. The lowest amount of respondents agreeing with the statement being Middlebury students (17%), and the highest at Green Mountain College (70%). Among the colleges, a few students from Bennington (1), Champlain (1), Dartmouth (7), Northeastern (1), and UVM (3) admitted feeling that their mentee is sometimes a burden to them. 90% of Bennington mentors agreed that they had made the development of their relationship a priority, while only 40% of Castleton students identified feeling that way. Individual mentor characteristics matched with a range of variables (class size, location, school culture, curriculum, cost of attendance, among others) could be examined to rationalize the difference in the type of responses by college. As DREAM grows and expands to new colleges across the region, this will be an interesting point of exploration.

I can't exactly describe what [DREAM] means to me. Important, for one thing. DREAM has been the most important and satisfying thing I've done in college- especially after I got my own mentee. I feel good when I'm with the kids and I believe I help them to feel good too. – Unknown College mentor In looking specifically at the statement: “I often feel that I did not have enough time to devote to our relationship,” 48% of mentors agreed. Due to the language of the question, it is unclear if mentors feel they do not have enough time to spend with their mentee because the 2-hour commitment is overly burdensome or because they would like to spend more time with their mentee but cannot because of other constraints. When mentees responded to a comparable statement: “I often feel that my mentor does not have enough time for me,” in a 2009 survey (Haag et al, 2010), 17% of youth agreed with the statement. Due to the phrasing of the youth statement, we might presume mentees were responding in the context of their mentor not having enough time because they feel their mentors are not as invested in the relationship as they are.

However, that is a conjecture, and not what we actually know.

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Not surprisingly, there is a correlation between how mentors respond to the statement, “I often feel that I did not have enough time to devote to our relationship,” and the amount of time they recorded spending with their mentee weekly. The less time mentors spent with their mentee (0 to 2 hours) the more likely they were to agree that they didn’t have enough time to devote to their relationship. The more time mentors spent with their mentee (6 or more hours) were less likely to agree (30%) with the statement, and more likely (60%) to disagree with the statement.

There was no correlation between how mentors answered this statement and the length of their mentoring match, mentor year in school, or average mentor GPA.

8% (n=13) of mentors either agreed or strongly agreed with the statement: “I feel that my mentee is sometimes a burden to me.” When youth were asked a similar statement: “It seems as though I am a burden (hassle) to my mentor,” 17% (n=19) of mentees agreed (Haag et al, 2010). While these are higher numbers than hoped, they are somewhat consistent with one another. There is no correlation between how mentors responded to this statement with the length of their mentoring match, mentor year in school, or the amount of time spent with their mentee each week. However, there is a significant positive correlation between a mentor’s GPA and the sense that their mentee is a burden. Those with higher GPAs are more likely to agree that they feel their mentee is sometimes a burden.

Finally, 80% of currently matched mentors feel as though they have made the development of their relationship a priority. In 2009, youth responded to the following statement, “My mentor makes our relationship a priority” (Haag et al, 2010). 78% of mentees agreed with the statement, not dissimilar from how mentors responded. Looking at the mentor survey results, there is a correlation between a mentor’s year in school and how they responded to this statement.

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In the second year of school, 76% of mentors agreed that they have made the development of their relationship a priority. In the third year of school, 92.5% of mentors agreed with the statement, and 74% in their fourth year of school. While mentors are showing a high level of commitment, there is something about their third year in school where the relationship becomes more of a priority. It is possible that mentors may still be in the beginning stages of building their relationship during their second year, making their relationship more of a focus their third year, and then tapering off in their fourth year – when many college students may be devoting more time to finishing classes and solidifying job prospects. It is also possible that mentors feel that their relationship is strong by the fourth year, and needs less work at that point. There is no correlation between how mentors answered this statement with the length of their mentoring match, the amount of time spent with their mentee each week, or average mentor GPA. [DREAM] is a chance to make a difference in the life of another person and gain some real insight into growing up and dealing with difficulties. I really enjoy talking with my mentee and understanding how he sees the world and what he wants in life. – Dartmouth College mentor Mentoring Relationships: The third and final measurement scale used to asses the quality of mentoring relationships was from the Mentor Youth Alliance Scale (Zand et al., 2009). The MYAS items were scored on a 4-point response scale (1 = Very False; 4 = Very True). Each mentor’s overall score was calculated as the average across all 10 items. The overall average MYAS mentor score was a 3.57 of a possible range 1 – 4. This is strikingly similar to the overall average child MYAS score (3.5) recorded in the 2009 youth surveys (Haag et al, 2010).

For the sake of analysis and comparison, responses were merged into two categories (“False or Very False” and “True or Very True”), allowing for easier identification of differences across groups. Largely, the MYAS responses reflected extremely positive assessments of the mentoring relationship, with not a single affirming statement falling below 91%. 100% of mentors responded “True” or “Very True” to the following statements: “I am happy when good things happen to my mentee,” “I care about my mentee,” “I care about my mentee, even when s/he does something I do not approve of,” “I look forward to the time I spend with my mentee,” and “My relationship with my mentee is important to me.”

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Looking at individual mentor responses in comparison to youth responses in 2009, there are very few differences. Similar to mentors, rates of affirmative youth responses did not dip below 90% (Haag et al, 2010). The highest negative response recorded on the scale (9% or n = 14) were mentors who responded “False” or “Very False” that their mentee tries to follow their advice.

This is similar to how youth responded (6% or n = 6) to a similar statement: “I try to follow my mentor’s advice” (Haag et al, 2010). 100% of mentors identified that they cared about their mentee, even when s/he does something they do not approve of. However, only 90% of youth surveyed in 2009 responded positively to a comparable statement: “I feel my mentor cares about me, even when I do things s/he does not approve of” (Haag et al, 2010). This may be the way mentors approach those types of situations (discipline, redirection, correction, advice, positive reinforcement, etc.) with their individual mentees.

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96% of mentors responded “True” or “Very True” to the following statements: “I believe my mentee enjoys talking to me” and “I believe my mentee trusts me.” Youth responded similarly in 2009, with 97% of mentees answering “True” or “Very True” to the following statements: “I enjoy talking with my mentor” and “I trust my mentor” (Haag et al, 2010). Moreover, 95.5% of mentors believe their mentee feels comfortable talking to them. This is consistent with 96% of youth recording feeling comfortable with their mentor (Haag et al, 2010). When mentors were asked the qustion “What does DREAM mean to you,” 17% of responses inclulded answers pertaining to building strong mentoring relationships.

I think there is a quote somewhere on the DREAM website that says something along the lines of, "DREAM, simply put, is a better way of living." We have a saying at SMC DREAM that DREAM = life. DREAM rocked my world. I was unsure if SMC was the right school for me during my freshman year and I decided to stay mainly because of my relationship with my mentee. Now I wouldn't be anywhere else. DREAM has opened my eyes and it is one of those rare good things I do in life where I get to see positive results. I am constantly reminded why I do DREAM and what a fantastic program it is. – St. Michael’s College mentor

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Mentor Perspectives, and Perceived Satisfaction and Benefits of DREAM Mentor Perspectives: Overall, survey respondents gave very positive feedback of their experience as a mentor with the DREAM Program. Using the Psychological Engagement Scale (McGuire & Gamble, 2006), the questions addressed menter perspectives of their participation in the program. For the sake of analysis and comparison, responses were merged into three categories (“Strongly Disagree or Disagree,” “Undecided,” and “Strongly Agree or Agree,” allowing for easier identification of differences across groups. There is no difference in how mentors answered these questions by where they attend school, year in school, whether they are in a current mentoring pair, or how long they have been in that mentoring relationship. 72% of mentors “Strongly Agreed” that “being a DREAM mentor was a good experience” for them, and 28% “Agreed.” When mentors were asked to respond to the following statement, “Compared to other extracurricular activities, being in DREAM has been very important to me,” 94.5% of mentors answered affirmingly. An overwhelming 99% of surveyed mentors felt they had “gained personal growth from the experience of being in DREAM.” Most impressively, all but one mentor “Agreed” or “Strongly Agreed” with the following statement: “I believed in what I was doing by partcipating in DREAM.” DREAM helped me see "the power of one" where one person truly does have the ability to make positive change. With DREAM, you get to see all of the "power of ones” working together, and witness something bigger than all of us. – Champlain College mentor Perceived Satisfaction and Benefits: Using the Making a Difference Subscale (Taylor & Pancer, 2007), the questions addressed mentor satisfaction of their participation in the program. For the sake of analysis and comparison, responses were merged into three categories (“Very Stongly Disagree, Strongly Disagree or Disagree,” “Undecided,” and “Very Strongly Agree, Strongly Agree or Agree,” allowing for easier identification of differences across groups. Overall, participants are very satisfied with their experience as a mentor with DREAM. Encouragingly, 98% of mentors affirmed the statement, “I get a real feeling of satisfaction from helping others in my work with DREAM.” Of that 98%, 78% of mentors “Strongly Agree” or “Very Strongly Agree” with the statement. Similarly, 93% of mentors feel that their “volunteer work with DREAM helps to make a difference,” and only 3% of mentors disagreed when asked if the work they do with DREAM does “NOT have much of an impact.”

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DREAM is a way to unite college students and the community together for a common cause - and the most important cause - our community's children and youth. DREAM brings together students from the college of all different years and personal backgrounds for a common cause.

DREAM allows all of us to use our wacky creativities to dream up fun and educational activities for our kids on Fridays, and plan larger-scale day-long DREAM events for our program's youth.

DREAM helps the college gain a more positive image with the community, as we have a commitment to our kids and the community which we act upon every week, usually several times a week. DREAM enriches our lives by putting us (the mentors) in touch with spirited, funny, and wonderful youth who challenge us and bring joy to us every DREAM Friday. DREAM has helped me make a wonderful group of friends, who love getting meals together and attending College events together on the weekends. We truly have a "team" feeling to our program, which I love, as I miss being part of a sports team from high school. – Middlebury College mentor The Perceived Benefits scale (McBride et al, 2009) assessed the mentors’ perceptions of the benefits of their participation in DREAM. In general, mentors agree that there are benefits to them as individuals from participating in DREAM. 85% of mentors felt (responded “True” or “Very True”) they had helped the children they worked with this year, and 91% of mentors responded “True” or “Very True” to feeling better about themselves because of their involvement with DREAM. When mentors were asked the question “What does DREAM mean to you,” 20% of responses inclulded answers pertaining to having fun, “being a kid,” or stress relief, and 22% of responses referenced an opportunity to learn and grow for both mentors and youth. When asked to respond to the statement, “My circle of friends and old aquaintences increased because of my involvement in DREAM,” nearly half (49%) of mentors responded “Very True,” and 37% responded “True.” Amazingly, 99% of mentors felt that it was at least “Slightly True,” if not more, that their life has improved because of their involvement with DREAM. In response to “What DREAM means to them,” 24% of mentors identify it as “important.” When asked the question “What is one thing you’ve learned from being a part of DREAM,” 24% of mentors mentioned interpersonal skills (i.e. patience, teamwork, organization, etc.), and 16% stated the responsibilities of working with children.

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[DREAM]is a relationship with a mentee that doesn’t only benefit them, but benefits me. I may be leading them into a positive future and helping them grow as young adults, but they’re doing that for me too. – St. Michael’s College mentor

DREAM has given motivation and significance to my experience at Dartmouth in a way that nothing else has. – Dartmouth College mentor

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Mentor Outcomes Connectedness to Campus Community: The Organizational Support subscale of the Inventory of Service Experience (ISE; Taylor & Pancer, 2007), addresses how supported mentors feel within the program. For the sake of analysis and comparison, responses were merged into three categories (“Very Stongly Disagree, Strongly Disagree or Disagree,” “Undecided,” and “Very Strongly Agree, Strongly Agree or Agree,” allowing for easier identification of differences across groups. Largely, mentors feel as though they are part of a team, and connected to DREAM as an organization. 95% of surveyed mentors agree at some level that their values are in line with those of DREAM, with 35% of those mentors recording they “Very Strongly Agree.” When asked whether mentors feel like they are “a part of the DREAM organization,” 93% of mentors affirmed the statement.

Interestingly, only 63% feel that DREAM is well organized. Being as each local progam is organized differently by students on each campus, it is easy to assume programs are organized at various levels, and thus the responses reflect this. When asked the statement “I do not feel as though I am a real part of the “team” at DREAM,” 10% of respondents agreed. While this is not a large percentage, it is still significant to the organization because it strives to create strong connections between mentors and the program. Further, only 5% disagreed with the satement “There is a true sense of teamwork and camaraderie in DREAM.” I've learned to participate in the aspects of dream that differ from my natural tendencies - the raids, the T-shirt awards at the end of D-unit up in Burlington, the games and activities often used during meetings or workshops or job trainings, the camp songs - the things that are unfamiliar to the culture I grew up in. I have learned to relax and play along, because others may be gaining from the experience. – Bennington College mentor The average mentor score on the Organizational Support scale is 5.6 out of 7. 81% of mentors scored a 5 or higher, indicating some level of agreement with the statements. In comparing the mean Organizational Support scores of each mentor, there were no differences based on whether mentors have done other types of volunteering, whether they are currently matched with a mentee, the length of their current mentor match, mentor GPA, the hours per week each mentor spends with their mentee, what college they attend, or what year they are in college. However, there is a significant positive correlation between mentor Organizational Support score and their modified Mentor Youth Alliance score and Social Desirability score. Higher scores on the modified Mentor Youth Alliance and Social Desirability scale are associated with higher scores on the Organizational Support scale.

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Having the privilage to be a consistent member of a community has also taught me the importance commitment holds; it’s not about me, it’s not just about them, it’s about us. Through working alongside DREAM, I’ve discovered just as much about myself and future aspirations as I have about so many others I’ve been in contact with. When I leave and the positive energy is still flowing – I know it’s been a great day at DREAM and I am strengthened through the interactions shared. – St. Michael’s College mentor The Psychological Sense of School Belonging Scale (McGuire & Gamble, 2006; Volpe, 2009; Goodenow, 1993), assesses the degree to which mentors feel connected to their campus community. Responses were merged into three categories (“Very Stongly Disagree, Strongly Disagree or Disagree,” “Undecided,” and “Very Strongly Agree, Strongly Agree or Agree,” for the sake of analysis and comparison.

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90% of DREAM mentors feel a part of their college community, and further, 92% feel as they can be themselves in their college community. Similarly, 93% of mentors feel the people in their college community respect them. Interestingly, 13% of mentors agreed with the following statement, “It is hard for people like me to be accepted here.” An even higher percentage (23%), sometimes feel as if they do not belong in their campus community. 4% of mentors who responded to the questions went so far as to say they wish they were at a different college.

Overall, it seems as though DREAM mentors feel connected to their campus community, as well as a sense of belonging. However, it is not possible to deduce whether mentors who are involved with DREAM feel more connected to their college community directly because of DREAM. This is a specific area DREAM wishes to explore in the future in assessing their full impact on college student mentors.

Being a part of DREAM means learning from my peers and from our mentees. I appreciate how we value what each person has to offer when doing DREAM. DREAM has helped me to see that students have so much to offer/so much potential to share our knowledge and experience with kids. It means being empowered to make positive change in our own lives and in the lives of others, and learning how to help others feel this way. – Bennington College mentor Social Networks and Networking Ability: The Exposure to Career Opportunities subscale of the ISE (Taylor & Pancer, 2007), is used to measure expanded social networks, and an adaptation of the Networking Ability Scale of the Political Skill Inventory (Ferris, et al., 2005) for Networking Ability. For the sake of analysis and comparison, responses were merged into three categories (“Very Stongly Disagree, Strongly Disagree or Disagree,” “Undecided,” and “Very Strongly Agree, Strongly Agree or Agree,” allowing for easier identification of differences across groups.

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have the ability to work in this field, only 45% felt that through DREAM they are developing useful contacts for future employment. Mentors scored an average of 4.6 out of 7 on the Expanded Social Networks scale, with a median score of 4.8. However, the connection mentors are making between DREAM and its impact on their social network may remain to be seen.

When mentors were asked the question “What does DREAM mean to you,” 11% of responses included answers pertaining to meeting new people and connecting. It is possible they may not understand and utilize the full “value” of these resources and networks until after graduation.

DREAM has become a time where I can both have fun AND develop my skills as a soon-to-be social worker. In my jobs at non-profits working with at-risk teens, I constantly have to play bad cop. And when I am socializing with my peers, sometimes I feel I am just having too much fun and not taking things serious enough. DREAM has shown me that I still can make a difference while having a real, human relationship with someone and not have to keep rigid consumerprovider boundaries. – University of Vermont mentor

In looking at mentor’s networking ability, 59% affirmed the statement: “I have developed a large network of colleagues and associates through DREAM whom I can call on for support when I really need to get things done.” Similarly, only 52% of mentors feel they know a lot of important people and are well connected through DREAM. In response to both questions, nearly 25% of mentors were undecided. The Networking Ability average for mentors is a 4.6, not dissimilar from the Expanded Social Networks scale. Again, this could be another example of where mentors are building a social capital of resources by participating in the program, but have not had the need to draw upon those resources yet, and thus, have not labeled them as such in this survey. This may be reflected in the “Benefits” outcome identified in a previous section where only 4% of mentors disagreed with the statement, “My circle of friends and old acquaintances increased because of my involvement in DREAM.” It is our hope that this outcome will strengthen upon mentor graduation and their involvement in the DREAM Alumni Organization.

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DREAM started for me originally as an opportunity to expand my social network, get involved in another extracurricular activity, and overall meet more people and become more social. It definitely has served these purposes and continues to do so. – Middlebury College mentor Worldview: Three subscales from the Civic Attitudes and Skills Questionnaire (CASQ; Moely et al., 2002) were used to determine the worldview of mentors participating in the program. Those subscales included measurements of diversity attitudes, social justice attitudes, and political awareness.

For the sake of analysis and comparison, responses were merged into three categories (“Strongly Disagree or Disagree,” “Undecided,” and “Strongly Agree or Agree,” allowing for easier identification of differences across groups.

DREAM means so many things. DREAM is an opportunity to get involved in a community that we as college students most likely would not have ever known about otherwise. DREAM provides ways of making new friends (both young and old) through fun activities, exciting events, friendly meetings, and high energy conversations. DREAM means a great deal to me because it has shown me an entire world that I had never experienced before, it threw me into the middle of it, and I came out of it knowing that I had a positive impact on it. – University of Vermont mentor

DREAM mentors scored a mean of 4.3 on 5.0 scale, indicating a high value of diversity attitudes among the group. The highest score recorded was a 5.0, and the lowest a 2.6. Overall (84%), DREAM mentors disagree that “it is hard for a group to function effectively when the people involved come from very diverse backgrounds.” While 10% of mentors agreed with preferring “the company of people who are very similar” to them in background and expression, the large majority of mentors (97%) still agreed that they enjoyed “meeting new people who come from backgrounds very different” from their own. Interestingly, only 1% of respondents “find it difficult to relate to people from a different race or culture.” DREAM mentors appear to be 36

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comfortable engaging and working with individuals from diverse and different backgrounds then their own. When asked the question “What is one thing you’ve learned from being a part of DREAM,” 6% of mentors mentioned the ability to interact with diverse groups of people.

I used to look at Vermont as a tiny little bubble of perfection with no social issues or poverty. It helped open my eyes to issues within the state and throughout the country that I can address through my own thoughts, time, and effort. – University of Vermont mentor

In looking at social justice attitudes, DREAM mentors responded strongly in support of social justice. 94% of mentors disagreed with the following statement, “People are poor because they choose to be poor.” In fact, 66% of mentors “strongly disagreed” with that statement. Only 5% of mentors agreed , and 15% of mentors are undecided as to whether “individuals are responsible for their own misfortunes.” With that, a large portion of respondents (82%) feel as though institutional reform within the current system is required to change communities. Being as DREAM works primarily with low-income families, it is important for the organization to educate mentors and answer questions regarding poverty in communities, and the various ways with which an individual may get in or out of poverty. Further, DREAM hopes to understand the impact it has on mentors’ social justice opinions by exposing them to affordable housing communities, and the varying populations who live there. It is incredible that 34% of mentors “agreed,” and 62% of mentors “strongly agreed” (96% total) that “it is important that equal opportunity be available to all people.” When mentors were asked the question “What does DREAM mean to you,” 10% of responses included answers pertaining to exposure to different communities, and the issues in those communities. When asked the question “What is one thing you’ve learned from being a part of DREAM,” 15% of mentors mentioned a new perspective on life, and 6% of mentors cited an exposure to new experiences.

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DREAM mentors scored a mean of 3.7 on 5.0 scale, indicating a middling political awareness average score of the group. The highest score recorded was a 5.0, and the lowest a 1.7. 78% of mentors feel they are “aware of current events” and “understand the issues facing this nation.”

Interestingly, a lesser number (68%) feel as though they are “aware of the events happening” in their own local community. As a college student, it is possible that students do not feel quite as connected to their local community because they are living there for a short period of time. This is something DREAM anticipates having an impact on. By involving college student mentors in communities broader than their college community, the hope is that it will increase their investment in their local community. Interestingly, nearly half (49%) of mentors agreed with the following statement, “I plan to be involved in the political process.”

DREAM has allowed an established relationship with a population I may not have otherwise been able to grow so close with. It has provided me with the opportunity to challenge myself, have fun, and put life into perspective with every new day. It has constantly strengthened my thinking about service work and community development and allowed me to recognize the importance of letting the community we’re serving speak, on many different fronts, versus making decisions for them. – St. Michael’s College mentor Confidence in Leadership and Change Agent Abilities: In determining how DREAM mentors perceive their leadership skills and change agent abilities, the Leadership Skills subscale of the Civic Attitudes and Skills Questionnaire was used (CASQ; Moely et al., 2002). Responses were merged into three categories (“Strongly Disagree or Disagree,” “Undecided,” and “Strongly Agree or Agree,”) for the sake of analysis and comparison, allowing for easier identification of differences across groups. The average leadership score was a 3.89, with the highest score being a 5, and the lowest a 2.4. This mean score is very similar to the 3.93 score recorded in the original test group of this measurement scale (Moely et al., 2002).

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DREAM is an amazing organization that provides college students as well as young people in communities around colleges the opportunity to learn and grow. DREAM connects people to each other in positive ways and gives people the opportunity to make a difference within their communities. DREAM gives me the chance to help kids who need a role model and allows me to learn more about helping children, which is what I plan to do in the future! – Green Mountain College mentor Of the respondents, 58% of mentors disagree that they are a “better follower than a leader,” with 32% as undecided. 89% of DREAM mentors identify as “good leaders,” and 26% of mentors “Strongly Agree” with the statement, “I have the ability to lead a group of people. Interestingly, 35% of mentors were “Undecided” as to whether they would “rather have somebody else take the lead in formulating a solution.” Optimistically, 48% of DREAM mentors “Agree,” and 39% of mentors “Strongly Agree,” with the following statement, “I feel I can make a difference in the world.” When asked the question “What is one thing you’ve learned from being a part of DREAM,” 8% of mentors mentioned leadership skills. Understanding how DREAM mentors view their individual leadership skills is valuable in exploring how the leadership opportunities available to mentors through participating in DREAM affect mentors’ perception of their own leaderships skills.

I learned to become a leader. I learned to plan activities, work well with kids, mentors and families, and bring everyone together in a (usually functioning) unit. I learned that being a leader is more about getting the gears set in motion, and then recruiting other people to help out and taking a back seat to supervise and help. It’s about preparing others to lead the program after you leave, and giving them the same confidence I got from past leaders when I was just starting out. – University of Vermont mentor

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Sense of Civic Responsibility: The Level 3 version of the Civic Responsibility Survey was used to measure the civic responsibility of DREAM mentors (Furco et al., 1998). For the sake of analysis and comparison, responses were merged into two categories (“Strongly Disagree, Disagree or Slightly Disagree” and “Slightly Agree, Agree or Strongly Agree,” allowing for easier identification of differences across groups. The mean score on this measurement scale was a 4.6 out of a 6.0 scale, indicating a moderately high level of personal community engagement. The highest recorded score was a 6.0, and the lowest a 1.9.

DREAM means being able to see and feel how your care positively impacts those around-both in and outside of the community you serve. – Champlain College mentor

I have learned that people have a passion for helping just like I do, I just have to find them. – University of Vermont mentor 86% of DREAM mentors agreed that they have “a strong and personal attachment to a particular community,” and further, 74% identified having “a lot of personal contact with people in the community.” A tremendous 96% of mentors identify feeling as though they “benefit emotionally from contributing to the community, even if it is hard and challenging work.” Of those mentors, 35% “Strongly Agreed” with that statement. Further, the majority of respondents (91%) are or “plan to become actively involved in issues that positively affect the community.” This feedback bodes well that DREAM mentors are connected to a community, benefit from contributing to that community, and plan to stay involved with issues positively affecting their community.

DREAM is such an amazing organization. Being a D-Unit this past summer in the community that I grew up around really helped me grow as an individual. I feel a deeper connection to the community and surrounding communities that I am from due to this expereince. I miss the kids from those communities and I believe that I made a difference in many of their lives. DREAM is the best! – Green Mountain College mentor

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DREAM to me means social change in the form of service learning for both college students and mentees alike. It means a kinder, gentler community. – Green Mountain College mentor 90% of DREAM mentors feel as though it is their responsibility to improve the community, and a slightly higher (93%) percentage feel an obligation to contribute to the community in some way (30% of those mentors “Strongly Agree”). Further, the majority (91%) of mentors feel as though “helping other people” is something they are personally responsible for. Despite those results, 14% of mentors agree with the following statement, “Providing service to the community is something I prefer to let others do,” and interestingly, only 62% of DREAM mentors “often try to act on solutions that address political, social, local, or national problems in the media.

DREAM is everything to me. I actually couldn’t wait to get back to school so that I could work with DREAM again. I love the program and I love the fact that I am making a difference in kids lives. – Castleton State College mentor

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I have learned small steps can make a huge difference in both the kids’ lives and mine. – Northeastern University mentor Optimistically, 96% of DREAM mentors feel as though they “have the power to make a difference in the community,” and 94% of mentors agreed with the following statement, “I believe that I can personally make a difference in the community.” However, only 73% of mentors “participate in political and social causes in order to improve the community.” Further, only 76% of mentors agreed with the statement “I believe that I can have enough influence to impact community decisions.” This suggests that mentors participate in those causes for more reasons than just to improve the community. When mentors were asked the question “What does DREAM mean to you,” 45% of responses included answers pertaining to making a positive difference and helping people. When asked the question “What is one thing you’ve learned from being a part of DREAM,” 18% of mentors mentioned having the ability or power to make change. It would be interesting to explore this further, and understand the varying reasons DREAM mentors participate in political and social causes.

I think the most important thing about DREAM is being available to your mentee and making them comfortable with you. I think there is no generic form of a perfect mentor but instead a different type depending on the pairing with a child. I love how DREAM not only has helped my mentee, but it’s helped me become a better and more socially aware person. Plus, I got to meet the most awesome people through DREAM that I might not have met otherwise. – University of Vermont mentor

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Catalysts for Social Change Various factors were considered when determining how best to measure whether DREAM mentors are catalysts for social change. Statements from the Civic Action subscale of the Civic Attitudes and Skills Questionnaire were used to determine this (Moely et al., 2002). Mentors were asked to respond to the statements first while considering their volunteer plans during college, and then a second time, considering their volunteer plans after graduation. For the sake of analysis and comparison, responses were merged into three categories (“Strongly Disagree or Disagree,” “Undecided” and “Agree or Strongly Agree,” allowing for easier identification of differences across groups.

You can change the world (even if not all at once), and people want you to. People will be receptive to you if you are receptive them. – Middlebury College mentor As mentors answered the questions pertaining to their volunteer service as a college student, the mean score was a 4.2 out of a 5.0 scale, indicating a significant level of community service among mentors. The highest recorded score was a 5.0, and the lowest a 2.6. While in college, 86% “Agree” that they “plan to do some other volunteer work” while in school. 80% of mentors “plan to become an active member” of their community, and an overwhelming (98%) of mentors are “committed to making a positive difference” during their remaining time as a student.

One thing I have learned is that there are so many people who have the same passion and ideas that I have. It is really amazing to see everyone come together and work on one cause. – Green Mountain College mentor Post college graduation plans differ slightly for mentors, with an average score of 4.3. The maximum score recorded was a 5.0, and the lowest a 2.9. Mentors have higher aspirations for volunteering beyond college, with a 5% increase of agreeance to the statement, “I plan to do some other volunteer work.” Similarly, there was a 6% increase of agreeance to the statement, “I 43

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plan to become an active member of my community.” Overall, it is worth noting that there were no mentors who responded “Strongly Disagree” to any statement on this measurement scale.

Looking toward the future, DREAM intends to continue measuring this, with an eye toward our impact on strengthening mentors aspirations in making change in their own communities.

DREAM is a lifestyle that challenges and promotes a mindset centered around change and progress. Children involved in DREAM are able to see their lives with a future other than that of their parents. Adults (mentors) in DREAM are able to see a hands on change that their actions have made, inspiring them to move forward and continue the work. – Champlain College mentor

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Concluding Remarks In conclusion, the 2012 DREAM Mentor Evaluation is a captivating snapshot of who DREAM mentors are, what they have taken away from participating in the program, and their plans for volunteer service post college. DREAM mentors are college students with a commitment to the youth in their program, but also a dedication to learning about the world around them, and to community development as a whole. 84% of matched mentors devote more than 2 hours a week with their mentee, and 100% of DREAM mentors are committed to developing an effective and productive relationship with their mentee. 99% of mentors believe in what they are doing by participating in DREAM, and 98% of mentors are committed to making a positive difference in their communities after college.

Completing this evaluation marks a monumental moment for the DREAM Program. This is DREAM’s first opportunity to test its Mentor Theory of Change. The positive feedback and results from this survey encourages the program to move forward with the next installment of evaluating mentor participation in DREAM. At present, new DREAM mentors are filling out a survey assessing where they fall in each perceived outcome in the Mentor Theory of Change. At the end of their time as a mentor with DREAM, they are asked to fill out a “post experience,” survey appraising their experience with DREAM and the outcome levels being received through the Mentor Theory of Change. This will create data pools the DREAM Program can test over a longer span of time. It will be possible to go beyond a snapshot, and provide details on whether there is any change between their outcome levels before participating in the program, and upon program completion.

DREAM’s commitment to consistent evaluation continues to affirm and challenge the program in its offerings to both youth and mentors. The DREAM Program is confident in its positive impact on mentors and the personal growth and leadership opportunities it provides. The DREAM Program hopes these findings will reach beyond the organization, and contribute more broadly to the field of mentoring and community initiatives.

I’ve learned that a small group of college students can have a big impact. – Middlebury College mentor

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References Allen, T. D., & Eby, L. T. (2009). Mentor Commitment in Formal Mentoring Relationships.

Journal of Vocational Behavior, 72: 309 - 316.

Allen, T.D., & Eby, L.T. (2003) Mentoring Benefits for Mentors: Career, Learning and Quality Outcomes, Journal of Management, 29: 465 – 486.

Allen, T.D., Poteet, M.L. & Burroughs, S.M. (1997) The Mentor’s Perspective: A Qualitative Inquiry and Future Research Agenda, Journal of Vocational Behavior, 51:70 – 89.

Char, C. Lazar, J. and Foote, M. (2006). The DREAM Mentoring Program: An Evaluation of DREAM’s Impact on Youth Participants in Vermont (2004-2005 Program Year).

Unpublished report, Winooski, Vermont.

Connell, J.P. & Kubisch, A. (1998). Applying a Theory of Change Approach to the Evaluation of Comprehensive Community Initiatives: Progress, Prospects, and Problems.

In New Approaches to Evaluating Community Initiatives: Vol. 2: Theory, Measurement, and Analysis, ed. K. Fulbright-Anderson, A. Kubisch and J. Connell, Eds. Washington DC: The Aspen Institute.

Ferris, Gerald R., Treadway, Darren C., Kolodinsky, Robert W., Hochwarter, Wayne A., Kacmar, Charles J., Douglas, Ceasar, and Frink, Dwight D. (2005). Development and Validation of the Political Skills Inventory. Journal of Management, 31: 126.

Foote, M. and Potter, J. (2006). Theory of Change. Winooski, VT: DREAM Program.

Furco, A., Muller, P., and Ammon, M. (1998). Civic Responsibility Survey for K-12 Students Engaged in Service-Learning. Service-Learning Research and Development Center, University of California, Berkeley, CA. Goodenow, C. (1993). The Psychological Sense of School Membership among Adolescents: Scale development and educational correlates. Psychology in the Schools, 30, 79-90.

Haag, E., Carmola Hauf, A. and Howe, A. (2010). The DREAM Mentoring Program: An Evaluation of DREAM’s Impact on Youth Participants in Vermont (2008-09 Program Year). Unpublished report, South Burlington, Vermont.

Horvath, Adam O. and Greenberg, Leslie S. (1989). Development and Validation of the Working Alliance Inventory, Journal of Counseling Psychology, 36, No. 2: 223-233.

Jekielek, S. M., Moore, K. A., Hair, E. C., & Scarupa, H. J. (2002). Mentoring: A Promising Strategy for Youth Development. Child Trends Research Brief. Retrieved from http://www.childtrends.org/files/MentoringBrief2002.pdf.

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McBride, A.M., Gonzales, E., Morrow-Howell, N. & McVrary, S. (2009). A Case for Stipends in Volunteer Service. George Warren Brown School of Social Work: Center for Social Development.

McGuire, J. & Gamble, W. (2006) Community Service for Youth: The Value of Psychological Engagement Over Number of Hours Spent, Journal of Adolescence, 29: 289 – 298.

Moely, B., McFarland, M., Setrett, M., Ilustre, V. & Miron, D. (2002) Psychometric Properties and Correlates of the Civic Attitudes and Skills Questionnaire (CASQ): A Measure of Students’ Attitudes Related to Service Learning, Michigan Journal of Community Service Learning, pp. 15 – 26.

National Household Education Survey (NHES) Series (1999). NHES: Parent Interview. United States Department of Education. Institute of Education Sciences. National Center for Education Statistics.

Patton, M.Q. (2002). Qualitative Research & Evaluation Methods. (3rd ed.). Thousand Oaks, CA: Sage Publications.

Philliber. S. (1998). The virtue of specificity in theory of change evaluation. In New Approaches To Evaluating Community Initiatives: Vol. 2: Theory, Measurement, and Analysis, ed. K. Fulbright-Anderson, A. Kubisch and J. Connell, Eds. Washington DC: The Aspen Institute.

Spencer, R., Bachman, S. & Novelle, M. (2009). DREAM Program mentor theory of change Literature review project: Final report submitted to the DREAM program on August 6, 2009.

Spencer, R., Novelle, M. & Yang, Y. (2010). The DREAM Program: Mentor Evaluation Instrument Development. Unpublished report, Boston University, Boston, MA. Stöber, J. (2001). The Social Desirability Scale-17 (SDS-17): Convergent Validity, Discriminate Validity, and Relationship with Age. European Journal of Psychological Assessment, 17, 222-232.

Taylor, T. & Pancer, M. (2007) Community Service Experiences and Commitment to Volunteering, Journal of Applied Psychology, 37(2): 320 – 345.

Volpe, G. (2009). Developing a ‘Sense of Belonging’. Presented at DEE conference on September 9, 2009.

Zand, D. H., Thomson, N., Cervantes, R., Espiritu, R., Klagholz, D., LaBlanc, L., & Taylor, A. (2009). The Mentor-Youth Alliance: The Role of Mentoring Relationships in Promoting Youth Competence. Journal of Adolescence, 32, 1 - 17.

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APPENDIX A DREAM’s Child Theory of Change DREAM works to increase the expectations and aspirations of children and youth living in project-based, low-income housing communities. DREAM makes use of a variety of mechanisms to do so, fueling them consistently with our children’s own aspirations, passion, and dreams. Ultimately, DREAM aspires that all children lead healthy, productive, and fulfilling lives. We believe that to achieve such goals children and youth must broaden their worldview, expand their social horizons and social capital, and increase their self-reliance. This is complemented by learning to expand their comfort zones and engage in constructive and healthy risk-taking, ultimately resulting in raising the expectations for what they believe is possible for their lives.

Primary Outcomes The direct results of DREAM’s activities are a broadened worldview, expanded social horizons, increased social capital, and increased self-reliance. These results are directly linked to the mechanisms that DREAM provides children and youth to grow through.

• Broadened World View Through such DREAM activities as visiting a college campus, spending time with college mentors, attending outdoor summer/winter camp, and going on culminating experiences and High Adventures, youth build a greater image of the world in which they live. This includes

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a greater sense of possibility, a greater repertoire of experiences, familiarity with places outside of their community, and an introduction to people of different cultures and lifestyles.

• Expanded Social Horizons Through their relationships with college student mentors and meeting other children and adults through weekly DREAM programming days, summer/winter Camp, trips, and gaining access to other organizations and youth development programs, youth are introduced to a diversity of views, aspirations, personalities, and life choices. By interacting with people from a wide spectrum of life experiences DREAM provides opportunities for children and youth to expand their own personal peer group, experience a greater diversity of relationships, and grow increasingly comfortable interacting with people of differing backgrounds.

• Increased Social Capital Youth have the opportunity to build lasting supportive relationships with their peers, mentors, DREAM alumni and supporters, a variety of Vermont state institutions (VSAC, Casey Family Services, Vermont State Housing Authorities, etc.), social entrepreneurs/philanthropists, neighbors, and a variety of local organizations. These relationships increase the social “wealth” of children, providing them with a network of individuals and institutions that afford them support, opportunities, and resources that in turn, they are able to give back to.

• Increased Self-Reliance Through Camp DREAM, trips, fundraising, and new experiences, youth increase their competence by knowing and becoming confident in themselves and their abilities. By allowing children a variety of safe venues in which to test boundaries, reflect, enjoy themselves, and grow into their own self-knowledge, DREAM encourages the development of children’s ability to understand and trust themselves.

Secondary Outcomes DREAM’s secondary, more intermediate outcomes are built from DREAM’s Primary Outcomes.

These Secondary Outcomes are developmental outcomes which are constantly expanding themselves, growing, and feeding back into the system through the child’s increased expectations and aspirations.

• Expanded Comfort Zone By broadening their worldview and social horizons, youth are able to expand their own personal “comfort zones” – the psychological, social, and physical spaces within which a child feels safe and comfortable. In DREAM, this comfort zone is constantly being expanded as children become familiar with an ever-widening range of people, places, ideas, and experiences.

• Increased Constructive Risk-Taking Risk-taking is vital to a healthy and successful life as an adult. DREAM encourages constructive risk-taking by supporting youth with a network of relationships (adults, peers, institutions) that challenge and care for them. Through a variety of programming options our 49

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children have the opportunity to increase their level of self-reliance, self-efficacy, and resilience. By learning outdoor survival skills or planning and executing their own activities, events, fundraisers, and group trips, youth develop strong skills and gain experience in using these skills to help themselves and others.

With an “Expanded Comfort Zone,” youth are aware of, and comfortable with, a widening range of opportunities. “Increased Risk Taking” allows youth to search out life opportunities themselves, and make those opportunities a reality.

The Feedback Loop: Increased Expectations and Aspirations This entire system is fueled by the hopes and dreams of DREAM children. As our children build a greater sense of the world around them and feel increasingly comfortable taking risks to explore it, they increase their expectations and aspirations for what is possible for their lives.

These aspirations and expectations exist both within the child and in all of those who surround the child. Aspirations and expectations, both internal and external, can create self-fulfilling prophecies that either stifle a child’s potential or raise it to new heights.

DREAM’s Theory of Change depicts a cyclical process. As children grow with DREAM, they pass through this cycle a number of times. These increased aspirations fuel the process for its next iteration and carry the child through increasingly harder challenges and greater rewards.

Global Result The ultimate goal of DREAM is that DREAM youth will lead healthy, productive, fulfilling lives.

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