Mentoring programs pose some special challenges for quality assessment because they operate at two levels: that of the dyadic relationship and that of the program. Fully assessing the quality of youth mentoring relationships requires understanding the characteristics and processes of individual relationships, which are the point of service for mentoring. Yet we also must consider the program components that support their development. A number of factors have been indicated to contribute to quality mentoring relationships, including frequency and consistency of contact, feelings of connection between mentor and protégé, and the mentor's approach. Program features linked with quality relationships include mentor screening and training and expectations for frequency of contact. Assessing the quality of the relationship directly requires measuring both the mentor's and protégé's perceptions of important dimensions of the relationship, such as goals, engagement, and closeness. Single-point-in-time surveys or interviews, using both validated measures and open-ended questions, may be used as tools for assessing individual relationships at the conclusion of programs. Short surveys, logs, and observations may be useful for periodic or ongoing assessment of quality for support and intervention purposes. Focus groups and surveys of mentors may also provide useful information for assessing program components needed to support the development and maintenance of high quality relationships. The benefits and drawbacks of each of these methods for assessing relational quality are discussed. Mentoring programs are provided with references for specific tools that may be used to assess relational quality.

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(1) Determine the association between adolescent moderate-to-vigorous physical activity (MVPA) and screen time with their nominated friends' behaviors and (2) explore potential mechanisms of friends' social influences on MVPA and screen time. Participants consisted of 152 adolescents (mean age: 14.5 years, 53 % female, 50 % high school, 80 % Caucasian). MVPA was measured with an Actigraph GT3X+ accelerometer. Demographic and psychosocial variables were assessed via questionnaires. Participants nominated up to 5 friends who completed MVPA and screen time questionnaires. A subset of adolescents (n = 108) participated in focus groups that examined potential mechanism of friends' influence on MVPA and screen time. Multiple regression analysis examined the association of demographic, psychological, and nominated friend variables with participants' MVPA and screen time. NVivo 10.0 was used to analyze qualitative data. Greater levels of friends' MVPA was associated with greater levels of MVPA in both males (p < .0001) and females (p < .0001). Greater levels of friends' screen time was associated with greater levels of screen time in males (p = .04) while psychosocial variables, such as increased screen time enjoyment, were associated with increased screen time in females (p = .01). School level was not associated with either MVPA or screen time. Focus group data indicated that friends positively influenced participants' MVPA through engaging in activity with participants, verbal encouragement, and modeling of MVPA. All participants preferred to be active with friends rather than alone, however, females preferred activity with a close friend while males preferred to be active with a group. Enjoyment of MVPA was the most cited reason for engaging in MVPA with friends. The majority of participants reported friends not having an influence on screen time. Adolescents with active friends are more likely to be physically active and spend less time engaging in screen-based behaviors. Interventions to increase MVPA in youth could be designed to include the recruitment of friends to increase enjoyment of MVPA.

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This article focuses on how consumerism, as a social ideology, and consumption, as an individual activity, are used by adolescents to mark and mask differences in the process of identity construction. Data are drawn from an ethnographic study of urban youth. The act of consuming for the adolescents in this study forms an integral part of their identity performance across the intersectionality of the self ’s experience of gender, race, and class. For females in this study, consumption is linked to gender performances based on the maintenance of an attractive and fashionable appearance as dictated by social perceptions of femininity. Girls’ future aspirations are indirectly associated to consumptive acts through the ambition for financial emancipation. Consuming, or aspiring to consuming, for males in this study facilitates the achievement of a morality realized through the fulfillment of male responsibility toward the traditionally perceived “dependent” members of the family: mother, wife, and children.

Interpersonal relationships during adolescence can be powerful avenues for personal development. As school is a universal context for youth, positive teacher-student relationships (TSRs) are one potential source for such developmentally promotive relationships. Unfortunately, research has shown a decline in the quality of teacher-student interactions as students progress through PK-12, which suggests a missed developmental opportunity. More research is needed to identify factors that contribute to positive TSRs, especially during adolescence. Utilizing qualitative methods, this study explores adolescent perceptions of TSRs in order to identify and understand key interactions and characteristics of high-quality, positive TSRs. We identified two overarching themes that emerged from our qualitative analysis: teacher noticing and teacher investment. Within these themes, we also examined the role of "free" and "same-level" conversations in promoting positive TSRs. Our findings contribute to research aimed at understanding specific processes that occur within positive youth-adult relationships. Specifically, we find promise in key teacher-student interactions that fulfill adolescents'

Women adult students face particular constraints when pursuing degrees. This paper uses focus group data to explore the educational pathways, barriers, and supports of women students. Women's educations are shaped by personal and structural gendered forces, including family, economic, and workplace issues. Women report conflict over short-term sacrifices versus long-term gain for their families and experience stress from the competing demands of family and school roles. They also rely on families for support. When families and academic communities value the student role, women are better able to balance their roles and cope with the stress of returning to school.