Purpose: Grounded in occupational socialization theory, the purpose of this study was to investigate the influence of mentoring underserved youth on the socialization of preservice teachers within a community-engaged after-school program. Methods: Data consisted of semistructured interviews, critical incident accounts, and field notes. All interviews were audio-recorded and transcribed. Data were analyzed inductively using elements of grounded theory and constant comparison. Findings: Four themes were developed. First, each participant entered teacher training to provide positive experiences for students. Second, the practical experience supported preservice teachers in feeling more comfortable in their roles as educators. Third, preservice teachers developed personal relationships with the students in the after-school program. Fourth, preservice teachers internalized the obligation to model healthy social–emotional behaviors. Conclusions: Findings indicate the benefits of mentoring in a community-engaged learning project. Interacting with a diverse population of students can positively impact teacher socialization and feelings toward students and teaching.

目的：本研究以职业社会化理论为基础，旨在调查在社区参与的课外项目中指导服务不足的青少年对职前教师社会化的影响。方法：数据包括半结构化访谈、重大事件记录和现场记录。所有采访均进行录音和转录。使用扎根理论和不断比较的元素对数据进行归纳分析。结果：制定了四个主题。首先，每位参与者都参加了教师培训，为学生提供积极的体验。其次，实践经验使职前教师对自己作为教育者的角色感到更加自在。第三，职前教师在课后项目中与学生建立了个人关系。第四，职前教师将塑造健康的社会情感行为的义务内化。结论：研究结果表明在社区参与的学习项目中进行辅导的好处。与不同的学生群体互动可以积极影响教师的社交以及对学生和教学的感受。