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Participant, Mentor, Professional

Three oral histories from former Good Shepherd Services Peer Mentors

Peer mentors have been the cornerstone of community-based college success programs from the very beginning. Aligned with positive youth development principles, near-peer mentorship creates opportunities for career development and college advisement capacity building (Chajet, 2024). After two decades of peer mentorship, these young people are now our colleagues, leading the college success field and bringing the CBO approach with them. Their voices are essential to understanding the role of CBOs in their lives and how support at CUNY is experienced by young people.

It takes a leader to be able to produce or help to develop other leaders.

I would say that the biggest thing was to provide hope. Being optimistic, the compassion. Those aspects are what I’ve seen as a big thing for community-based organizations. Providing those aspects to help them to see that you can still go to college. You can still pursue the dream that you want. You can still be able to navigate different career choices or be able to visit a college to see what is best for you.”

…about (CUNY) ASAP, It’s like, OK, I’m already here. I’ve been enrolled. I’m in the program now. I’m able to see that I can make it to the finish line. I do have the help and the support that I need while I’m here in the ASAP program to help assist me to make it to my end goal.

Everybody wants a snack, everybody wants something. You know? I think that was important. The CBO helps to provide food for those who are in need, there was a time frame when I needed and knowing that the CBO provided that, and I was able to go to college campus and they provided those things too, some necessities.

Counseling and therapy sessions as well. Those are some things that were actually beneficial to me. I found that having this connection in college really helped me to get to the finish line because I had support in the community that I was able to depend on when I needed.

I’ve received this assistance as a student. I would now like to work to help to assist those with what I’ve received. And then moving forward and being able to work in ASAP, everything actually ended up being a correlation. Every dot ended up being connected because by the time I went to ASAP it was the same thing. Being able to be transparent and share a little bit on my journey. Because once I was once in their shoes, I once needed some help and assistance. I once needed some support. I once needed some guidance, so being able to have that compassion or empathy to say alright, I once was in your shoes. “

Marshaya Smiley

Participant, Peer Mentor, Advocate Counselor

Marshaya earned her BA in psychology from Medgar Evers College. While in college, she worked as a peer mentor at both the Medgar Evers CUNY ASAP Program and Brooklyn Lifelink. She now works as an advocate counselor at the Boys and Girls Young Adult Borough Center (YABC) in Brooklyn. 

Irma Cruz-Encarnacion

Participant, Intern, Peer Mentor, College Success Counselor, College Success Manager, Academic Advisor

Irma earned her BA in human services from New York City College of Technology (City Tech) and her MA in social work from Hunter College. She has served as an intern at the Goddard Riverside Options Center, a peer mentor at the City Tech Crear Futuros Program, and a peer mentor, college success advisor, and college success manager at Good Shepherd Services: Brooklyn Lifelink. Irma now works as an academic advisor in the College Discovery Program at Bronx Community College. 

“…just the presence of someone telling you, I’m listening, tell me where you want to go. That really had an impact on my life for sure.”

“…she (City Tech Professor and Crear Futuros Coordinator) realized, hey, you’re a great advocate. Did you know that? And I was like, well, no. She’s like, you really are because you were advocating for yourself, you were advocating for your peers, and then that’s when she invited me to become a peer mentor. From there, everything became so natural because I was already doing it for myself.”

“I think that’s something important about advocacy: being understanding, compassionate, empathetic, and resourceful. So, if the student is not going to college, is there an alternative? Is there an internship? Is there a certification program that can help them continue to build those skills? And building relationships where, even though I was a peer mentor, I still connected with the students if they were in. school or not.”

“These spaces are really teaching you. They’re guiding you. They’re providing information on the different paths and options that you have. They’re also providing resources like a metro card, like being able to buy your books. I feel like those are the things that community organizations are best at and just giving you a space, listening to you, being present. I think there’s so much power in that, just the presence of someone telling you, I’m listening, tell me where you want to go. That really had an impact on my life for sure.”

I think that’s the beauty of the work that we do. It’s just, here’s the information, take this home. Because that’s what happened to me. I was able to get a bunch of information that I was able to bring home and educate my parents about their rights as immigrants, go to my aunt and uncles and tell them about it, and then also be the first one in my family, not just my parents and siblings, but uncles, cousins. Because I was empowered, and I received so much information, I went home and said that to my cousins, and now they’re in college, and now they’re graduating from college. My younger siblings were able to receive more guidance. That really came from the community spaces that I was in.

“I transitioned from just trying to do it myself to now reaching out to others about opportunities.”

“I like to get different points of view and get to know what you think. I should do this? To lead me to where I need to be to get through college. I wasn’t entirely sure if I really wanted to do that major or if I had an interest or how I should go about it, you know? On both sides (CUNY and CBO), I just had the ability to talk to people, connect, have other people’s opinion, and sort them out.

Honestly, I feel like Lifelink (CBO) was more like a pal, you know, a peer. I felt like they were more like a friend to me. While being in College Discovery, it was a bit more professional, more formal. So it it showed me both ways.

“I was one of the original kids who had a mentor but refused to have one. At that time, I just wanted to be alone and learn to do it myself. Until I started being open..I transition from just trying to do it myself, to now reaching out to others about opportunities. This made me realize that, Oh yeah, I had a mentor, but I never really reached out. Now I’m in that position.

“I had no prior knowledge, but all my other (Strive for Success) coworkers at that time, it was all new to us. So we were learning on the spot. Obviously, we were chosen because we knew our campus, so all the other students looked for us to give them the information they would need. We were there to guide them through. Going through two semesters of doing that work, doing caseloads, checking up on them. It was a good transition to what I do now. I mean, it’s pretty much the same work, the only difference is just the demographic.

Rafael Devilla

LTW Intern, Participant, Peer Mentor, and Advocate Counselor

Rafael earned an AA in graphic design from Borough of Manhattan Community College (BMCC) and a BA in International Marketing from the Fashion Institute of Technology (FIT). While at BMCC he participated in the College Discovery program and Good Shepherd Services: Brooklyn Lifelink. He also worked as a peer mentor as part of the Strive for Success program. Rafael now works as an advocate counselor at Research and Service High School in Brooklyn. 

Three Peer Mentors…Eleven Programs

By creating a simple flow chart of only three peer mentors from one community-based organization, it quickly becomes clear that young people can access an ecosystem of support and leadership opportunities regardless of institutional barriers. The academic success and professional development of all three former peer mentors are partially the product of their ability to connect and utilize multiple resources. However, to show the true reach of CBO participants, this diagram would have to be expanded to represent the over 10,000 CUNY students curently enrolled in community-based organizations (Network for College Success, 2024).