FAQ

What is Mentorship?

Mentorship matches school-age, American Indian children living on reservations in New Mexico and Arizona with mentors all over the world. The K-12 students are encouraged to develop cross-cultural friendships with their mentors through written correspondence, to take full advantage of their educational opportunities, and to broaden their horizons.

What is the extent of my involvement with the student?

You and your student make that decision. The suggested minimum schedule is six annual communications (via letters, calls or emails) and an initial two year commitment. Many mentors/students speak or communicate more frequently, and often there are exchanges of photographs, postcards from trips, small gifts, educational supplies, and occasional additional financial support.

Where does the annual $492 mentor contribution go? How is it allocated?

The total mentorship cost of each Futures’ student is $590.

Each Futures’ mentor pays $492 of the student mentorship.

$210 (43%) goes directly to the student in two incentive payments
$282 (56%) provides mentorship support to both the student and their mentor(s)
Futures underwrites $98 of each mentorship, $87 of which is administrative cost (14%)

Mentorship Support ($282) includes:

Coordination of extensive Update (Verification) Process to provide mentors with current information about their student each academic semester.

Regional Coordinator support through extensive weekly travel to more than 100 Friendship/Mentorship sites in New Mexico and Arizona.
More than half of Regional Coordinator time is spent on the road making site visits. Many travel days go beyond 12 hours, including early morning and late evening meetings in Friendship sites.
Most Friendship/Mentorship sites are at least 150 miles (more than 2 hours) from FFC offices, and some are more than 300 miles (more than 4 hours) from FFC.
Average time needed per Regional Coordinator site travel: 2-3 days
Average base cost of each trip: $300 per staff person (including gas, lodging, food costs only)
Regional Coordinator home visits with students and families to help nurture relationships between students and mentors when necessary.
Regional Coordinator and Mentor Assistant support and follow up via phone, e-mail and regular mail regarding any mentor questions or concerns.
Periodic FFC initiated follow up with current mentors and students to gain awareness of the status of mentorships.
Periodic Regional Coordinator community and school meetings with students, families and community members to address student, family and community member questions and concerns with mentorship (Friendship) program.
Ongoing Regional Coordinator training and support to more than 130 /Mentorship Volunteers in school and community settings to maximize access and benefits to mentored students.
Periodic Regional Coordinator meetings with various community leaders, principals, teachers and other school officials to promote positive community awareness and maximize access to the mentorship program.
Delivery of personal messages and mail packages from mentors directly to students and volunteers, as needed.

How often do I have to write? How often does the student have to write? I don't know if I can keep up the commitment of communicating.

The suggested schedule for both student and mentor communication is 6 times annually, once every two months. We find the majority of mentorship relationships have increased communications, but even this basic amount proves to be successful. Telephone calls, emails, postcards, and visits are also alternatives, depending on resources available.

Will I get my student's grades? How often?

Report cards are sent to mentors in the spring each year.

Are the students in financial need?

FFC is not a needs-based program, but rather is focused on educational support. Unfortunately statistics for average American Indian income do show up to 33% fall below the national poverty line and there is 45% unemployment on reservations, so many are in need.

I don't know anything about children today. What do I write about? I don't know what to say to a young American Indian kid.

Since the program works with students K through 12, there is an opportunity to match mentors up more closely with an age they are most comfortable with. FFC also has more in-depth student profiles, which address specific student interests. A mentor can state their own personal interests and FFC Regional Coordinators can help to make the best match. Students tend to be interested in the mentor's family and life activities. The FFC Mentor Handbook includes more detailed information about topics of interest and sample letters to start the relationship.

I don't know much about the American Indian culture. I want to be sure that I do not offend anyone.

The Mentor Handbook gives some basic information and a reading list for more detailed information. FFC can also supply additional information through the Regional Coordinators. FFC can link new mentors up with veteran mentors in or around their area to assist with answering questions.

What if I fail? What if I am not a good mentor? I would hate to disappoint a student by not doing a good job. I'm too old. What if I can't maintain the relationship long enough?

The mentor relationship provides invaluable encouragement. Since students are available from every age group, older students can be matched with older prospective mentors. Even a short period of encouragement from an interested mentor can make a difference. FFC Staff, Regional Coordinators and existing mentors are available to provide coaching if needed and an existing mentor buddy can also be arranged.

How can I mentor a student and live far away from him/her? Are you sure it will have an impact?

The encouragement a mentor provides is invaluable regardless of the physical location. Mentors create or support their student's awareness of the value of education and open their eyes to experiences outside their student's community. The cross cultural learning and friendship that occurs is a gift both mentors and students receive. More than 80% of FFC mentors live outside the current service area, and over the time the program has been in existence, about 50% of the mentors and students have met.

What should I do if my student doesn't write?

You should contact your FFC Regional Coordinator. They will investigate the situation and report back to you. There are any number of reasons that a student might not be writing, and as soon as the situation can be resolved, the better for all involved. The most successful students in our program take their responsibilities seriously and writing and communicating is critical.

Am I expected to contribute other money (beyond the $492) to the student and his/her family?

There is no expectation beyond the annual fee. Some mentors do choose to augment this stipend with occasional gifts.

Should I send stamps and envelopes/phone cards?

Making communications easier for your student is always appreciated.

Should I send birthday presents and Christmas presents? What is appropriate?

Each mentor decides what the most appropriate level of gift giving is in the relationship.

What about the siblings of the students? Am I expected to mentor the siblings too? Are the siblings mentored by others?

No, you are not expected to mentor other siblings. Sometimes other siblings within your student's family are Futures students and sometimes several children from a single family are mentored by the same mentor, if a mentor wishes to sponsor several children. There are situations where only one student in a family is mentored, and there are situations where a family may have more than one mentor involved with different students. Individuals make the choice.

Can I visit my student? How is this arranged? Do I wait to be invited?

Certainly, visits are encouraged if you both choose to do so. Yes, you should wait to be invited. Please ask the FFC Regional Coordinator for help in coordinating a visit. The FFC Regional Coordinator will enlist the help of the Community Volunteer and the student's family.

How does FFC recruit students? How do the students apply?

Within the 148 program sites served, students are recommended by teachers, community volunteers, family and other students.

Is there a waiting list of students? How many are waiting?

FFC tries to keep the waiting list of students at no more than 300 at any given time. We don't want students to get disappointed.

Can I just pay for the mentorship and can someone else do the writing (mentoring)?

Yes, FFC has a Mentor Recruitment Fund that links interested mentors with financial constraints to interested donors who are not ready to accept the mentor relationship responsibilities.

Do students go off the program? What are some of the reasons why students stop participating?

There are many reasons. Some examples are: students moving off the reservation and leaving the community; dropping out of school; moving to a school that is not part of the FFC service area, losing interest; consistently poor grades in school; consistently poor behavior. Mentors also occasionally depart due to age, financial constraints, change of interest, failure to communicate, illness or death.

Does $492 a year really make any impact in a student's life...especially if they only get $105 twice a year...?

The student payments definitely make a difference in students' lives. Because the money is intended to support educational pursuits, there are always school supplies and school clothing needed each year a student is in school. These payments provide seemingly small support financially but represent the encouragement FFC mentors provide to their students. The rest of the program strongly supports this resource.

Are the parents of each student behind this program? Won't it fail if they are not?

Parents and families of FFC students must support their child's participation in the program. Once again FFC is interest based, so there must be an expressed interest in educational advancement and support from the family.

How much information is shared about the family situation?

Student applications outline certain information. FFC Regional Coordinators and the Community Volunteers can provide additional information about the family and Community situation as required.

What if the school my student attends is sub-standard? What resources does FFC provide to augment existing school support?

FFC Regional Coordinators and Community Volunteers are the network in place to communicate about student and community activities. FFC has a growing Resource Directory and Library of support materials that can be shared with the mentor for additional student support. These environmental realities are part of the ongoing challenge faced by Futures for Children and our students.

If I notice a problem in my student's life, who do I turn to? If my student mentions bad or dangerous behavior on their part or others, who should I tell?

If mentors become aware of problems, they should contact their FFC Regional Coordinator or Program Director. FFC Staff can research available community resources.

Is it appropriate to mention continuing education after high school?

Yes it is never too early to begin that conversation. Futures for Children has postsecondary education resources for our students. These resources are shared with mentors in the Mentor Handbook and continue as more become available.

Is it possible for a group (church, school or employee group) to mentor a student?

Yes, in fact, this is quite common. We just need one, main contact person for the student and for our recordkeeping.

If a person does not want to mentor, are there other ways to support Futures for Children?

Certainly there are. You can become a member of the Futures for Children family for as little as $25. Some members contribute in excess of $25,000 a year. There is a Fund which underwrites mentorships for interested individuals who cannot afford the annual fee but have the time and interest in mentoring. For more detailed information about giving opportunities and our giving circles, please go to Make a Gift.

What is the most cost-effective way to send the Mentorship contribution payment(s) if I live outside of the U.S.?

To keep bank charges at a minimum, we suggest that mentors residing outside of the United States pay using a major credit card or via American Express Travelers Checks.

Is FFC on the Nation's Top Charities list?

National Charities Information Bureau has merged with the Better Business Bureau. Futures for Children report reads:

Based on BBB files, this company has a satisfactory record with the Bureau. The Bureau has processed no customer complaints on this company in the last three years. To have a satisfactory record with the Bureau, a company must be in business for at least 12 months, properly and promptly address matters referred to it by the Bureau, and be free from a pattern of complaints and law enforcement action involving its marketplace conduct. In addition, the Bureau must have a clear understanding of the company's business and no concerns about its industry.

Why is FFC only in NM and AZ? When can or will FFC expand services to other States/Tribes?

The FFC program is a successful, well designed model which uses varied resources such as Staff and Community Volunteers, community accessibility, and hands-on program implementation. Program expansion is based upon available resources and funding. The FFC Strategic Plan does include deeper growth into the existing service area and the addition of other tribal communities in other states should additional funding to implement the model and the mentor base become available.

What is size of the FFC annual budget? What are the total revenues? Where does the money come from?

The FY 2008 FFC budget is about $2.2M. The current revenue breakdown is approximately 7% comes from Federal Funding, 58% from individual and foundation contributions and 35% from the annual mentorship program fees.

Is FFC financially stable? How long has FFC been in existence?

FFC has been in operation since 1968 and annual reports with current financials are always available. FFC has no long term debt.

What is the FFC administrative rate?

The rate changes annually, and is currently running at 30%.

Would FFC share information with other non-profit organizations?

FFC collaborates with other non-profit organizations and share information with other organizations if to do so would be in the best interests of our program sponsors and participants. FFC also belongs to numerous educational and non-profit organizations and coalitions that share resources.

What are the impacts of Indian gaming revenues?

In the opinion of most Indian tribes, the Indian gaming industry has had a positive effect for Indian country overall. The revenues from gaming, though, are not evenly distributed among tribes. Fewer than half of the Indian reservations in the country have gaming facilities. The lion's share of Indian gaming profits are distributed among only about 25 tribes that, more by historical accident than by design, now are located in or near major urban centers such as San Diego, Los Angeles, Boston, Hartford, and Minneapolis.

For most reservations, gaming revenues provide a welcome source of discretionary income for tribal government operations, but fall far short of what is needed to establish the service programs and economic infrastructure needed in these communities. Thus, while the tribes have found Indian gaming to be quite useful as an economic tool, only a small handful of tribes, representing less than one percent of the Indian population of the United States, have become genuinely self-sufficient because of gaming.

Futures for Children believes that it is for each individual tribal government to determine whether gaming is a useful enterprise in its community. Certainly there are negative community impacts that offset to some degree the value of the revenues that the tribes earn from gaming. Whether those impacts outweigh the benefits is a decision best left to the tribes themselves.

As it happens, Futures for Children works primarily with tribes that do not have gaming enterprises. While most of the tribes with which we work support the rights of other tribes to conduct gaming, they have chosen not to engage in gaming themselves. The children who participate in our programs are not direct beneficiaries of Indian gaming revenues. This is not so much a result of a deliberate policy decision by Futures as a reflection of the fact that most of the communities in which we work are geographically isolated from the mainstream economy. Their need for the support we provide is unaffected by the Indian gaming boom in other parts of the country.

Futures for Children does receive contributions from the National Indian Gaming Association and from a number of gaming tribes in support of education in Indian Country, despite the fact that FFC does not provides resources directly to these tribes.