Conceptual cry for help

Okay so I have run into this interesting dilemma. There is one concept that keeps popping up in my interviews, and I am totally puzzled as to how to define it. I will paste a few quotes anonymous and out of context to help illustrate what I am seeing (and yet cannot describe). Please help hivemind.

Areas under consideration ( a sample there are other quotes but this is fine for our purposes):

Interviewer
1:10:32
It’s a question like what kind of power it gives you to be a youth working in a youth organization or how you…?

B:
1:10:37
I think it gives me a lot of power….

Interviewer
1:10:38
How it may have impacted you in your professional life?

B: 1:10:42
Yeah, I think it gives me a lot of power in a really interesting way because I can go into a classroom and ask the teacher to leave and watch everybody just let their hair down and relax and talk about things in front of me.

And another one:

These are things that they feel frustrated with. It doesn’t make them want to come to school when their teacher is always looking at their watch, and they hastily go through activities, and tell people to stay in their seats and not talk. There’s just a lot of ‘no, no, no’, and they hear a lot of that.

I think a lot of them, when they come to our program, because we create that safe environment for their after school, it makes a lot of sense that they come and they want to unload all this stuff. In our program, when they come to sharing with us their perspective, they think about what they go through at school, and that contributes to what they take away from the program, what they put in their rhymes, how they think about the issues that they talk about, things like that.

Last one:

Well I mean, it does and it doesn't. The fact that I'm a young, well at the time I was 24 year old. I mean they sort of look up to our, my age group, and our age group, our age group. Okay. Teen-agers look up to our age group, whether they admit or not as like, sort of role-models, and you know, they watch television that is full of people in their early 20's and late- 20's so I think that has, from, basically you could apply that to how they see me. And it seemed like they weren't, they didn't really see me as so much as a teacher, because like I'm not a teacher, I'm not working in their high school, I'm sort of like this, I'm trying to get away from that whole question. ..so I mean like, the whole dynamic changes cause they don't see me as an authority person, and they don't really see me as sort of a peer but somewhere trapped in the middle.

Essentially I have been putting all these quotes in brackets which classify them as "role of educator", or " Education>Power_relations". But what is really at issue here is two things #1/ Youth culture and membership within that, and what privileges are given to educators who can also claim membership as youth. #2/ This is not just about age though, because it is not just that the people I am interviewing are all under thirty, they also work in a non-institutionalized educational setting.

I keep coming up with words like "Hybrid" which sounds so hokey and academic. I am trying to describe workers who's roles cross a social boundary between youth culture and institutions of learning, and how the workers understand that responsability and how their students make use of that "crossover identity" for learning and socialization. It sounds like mentoring, but mentoring suggests that the workers are in a position of superiority and also that the role they wish to occupy includes helping the students acclimatize to adulthood. Really it's more like advocacy as I understand it from these interviews, where youth workers also act as translators bringing young peoples needs up to institutions, so it's not mentoring per se.....

That paragraph I need as one or two words.

GO TEAM!