Dr. Tia Andersen, Associate Professor in the Department of Criminology and Criminal Justice and Affiliate Faculty member in the Department of Women's and Gender Studies completed an interview as the founder and director of USC's Adolescent Mentoring Program. 

What is USC’s Adolescent Mentoring Program?  

USC’s Adolescent Mentoring Program (WGST 551) is an experiential learning course that pairs USC students with youth at a local alternative school for structured, strengths-based mentoring.  The alternative school serves elementary through high school students, many of whom have experienced school push-out or disrupted education. Girls in particular often navigate distinct disciplinary responses and social expectations that shape their educational experiences. 

Before mentoring begins, students complete five weeks of intensive training on trauma-informed mentoring, positive youth development, cultural humility and competence, and the intersections of gender, race, ethnicity, and class in education and juvenile justice. Women’s and Gender Studies (WGST) students are specifically matched with girls, providing mentorship that addresses the unique challenges they face.  After training, students meet at the alternative school for class one day per week, using that time for direct mentoring.  

A highlight of the program is the end-of-semester field trip to USC’s campus, where mentees celebrate their progress and experience a college environment firsthand. This reinforces the relationships built throughout the semester and helps mentees envision higher education as an attainable goal. 

Through this course, USC students engage in hands-on mentorship while gaining a deeper understanding of systemic inequalities, gendered pathways in education, and the resilience of the youth they mentor. 

Where did your interest in Positive Youth Development and this school-to-prison pipeline originate?  

I’ve always been drawn to questions of justice and opportunity—why some young people thrive while others get pushed to the margins.   

My early research focused on racial and gender disparities in juvenile justice system contact and processing—examining how and why Black and Brown youth, particularly girls and those with disabilities, are more likely to be disciplined harshly, pushed out of school, and drawn into the justice system compared to their white peers.  Schools, in particular, often serve as a gateway into the justice system—what we now recognize as the school-to-prison pipeline. It became clear that punitive policies disproportionately impact marginalized youth and fail to address the root causes of justice system involvement, and research and policy around youth is often framed through a deficit model that emphasizes what young people are doing wrong, what they are lacking, or what needs to be “fixed.”  Rarely was there a discussion of their strengths, resilience, or potential.  

This realization led me to shift my focus toward positive youth development and resilience.  Instead of asking why some kids struggle, positive youth development and resilience models ask what helps young people thrive? What protective factors keep them engaged in school and out of the justice system?  How can we create environments that support growth rather than just punishing mistakes?  What if we stopped focusing so much on punitive responses and instead invested in support systems that help young people thrive?   

What is the importance of implementing mentoring amongst adolescents?  

Mentoring, particularly when it is intentional, trauma-informed, and relationship-based, offers an alternative to the deficit model by recognizing youth as individuals with strengths, capabilities, and tremendous potential.  Adolescent is a time of huge change, and having a mentor can provide a sense of stability, encouragement, and guidance, especially for young people without strong support networks.  Research shows that mentoring helps with academic engagement, confidence, and goal-setting, but, just as important, it gives students someone who listens and believes in them.  

Can you tell us more about the relevance of this course, and its impacts?. How does this course/program relate to Criminal Justice AND Women’s and Gender Studies?  

This course bridges Criminal Justice and Women’s and Gender Studies by examining how systems of power, school discipline policies, and gendered experiences shape the lives of youth attending a disciplinary alternative school.  Students explore how zero-tolerance policies and exclusionary discipline disproportionately impact marginalized youth while also recognizing the agency, resilience, and strategies young people use to navigate these challenges. By working directly with mentees, students apply both CRJU and WGST concepts, gaining a firsthand understanding of how structural inequalities shape youth experiences and developing the skills to challenge inequities through mentorship. 

Why is understanding theories and frameworks within WGST important within the Adolescent Mentoring experience? How are these frameworks used? 

Understanding theories and frameworks within WGST is essential in the Adolescent Mentoring experience because it equips mentors with the tools to recognize and challenge systemic inequalities that impact youth. WGST frameworks, like intersectionality,  guide mentors in building trust, understanding barriers, and focusing on strengths rather than deficits. Intersectionality helps mentors understand how overlapping identities (like race, gender, ethnicity, sexual orientation, and socioeconomic status) affect a young person’s opportunities and challenges. Instead of seeing struggles as personal shortcomings, mentors learn to recognize the broader structural barriers their mentees may be facing—whether it’s educational inequities, gender expectations, or experiences with the justice system. This knowledge allows them to be better advocates, listeners, and role models, making their mentorship more impactful. 

How has this program influenced the youth of Columbia?  

Since the program started, more than 550 youth have been mentored, and their feedback speaks volumes about the impact. Many mentees say they love having their mentor visit their school—it’s often the highlight of their week. They talk about how much they trust their mentors, seeing them as someone they can open up to without fear of judgment. Some describe their mentor as a “big brother” or “big sister,” someone who listens, supports them, and just makes life feel a little easier. A lot of them talk about wishing the program lasted longer! 

How have you seen this program affect USC students?  

I’ve seen this program have a huge impact on USC students, both personally and professionally. Many come in with a curiosity about mentoring but leave with a much deeper understanding of youth development, the school-to-prison pipeline, systemic inequalities, and the power of supportive relationships. They gain hands-on experience working with young people, which builds their confidence and strengthens their communication and leadership skills. I’ve also had students tell me this experience shaped their career paths.  Many have gone into counseling, education, social work, or advocacy because of their experiences in the program. It’s incredible to see how much USC students grow in just one semester!