Supportive nonparental adults, particularly nonfamilial adults, provide critical support during the transition to adulthood, opening doors to educational and career paths. This study examined whether economic disadvantage shapes access to these relationships. Results showed that low-income adolescents had reduced access to naturally occurring mentors, and the relationships they did form tended to be close bonds with family and friends, rather than nonfamilial adults. Their mentors were more likely to focus on practical support, and less likely to serve as role models or provide career advice. These effects of socioeconomic status on natural mentoring relationships remained evident, even when accounting for youth race/ethnicity. Findings suggest that networks of support differ depending on a youth's socioeconomic context in ways that could perpetuate social and economic inequalities.

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Longitudinal studies suggest that naturally occurring mentoring relationships are associated with positive, long-term educational outcomes, but little is known about the mechanisms underlying these potential effects. Predominant theories and research methods portray natural mentoring as a static, one-to-one phenomenon and are removed from specific sociocultural and developmental contexts. Thus, the current paper critically reviews existing literature and proposes a dynamic, network-based process model of mentoring. Building on Rhodes' (2005, Handbook of youth mentoring, Thousand Oaks, CA: Sage, 30) theoretical model, the proposed model integrates sociological, educational, and psychological research to examine developmental pathways through which natural mentoring relationships might promote underrepresented (e.g., low-income, ethnic/racial minorities) students' educational persistence and success. In particular, mentoring relationships might enhance students' positive help-seeking beliefs and trust in nonparent adults. These mentors may possess key cultural capital and knowledge that help underrepresented students navigate White, upper- or middle-class cultural norms. Mentors may also cultivate students' school-relevant selves and bicultural identities, facilitating integration into mainstream academia while affirming cultures of origin. Through these processes, previous mentoring experiences may promote the formation of new mentoring relationships, enabling youth to build dynamic support networks. Unfortunately, on a larger scale, advantage and disadvantage persist due to inequitable access to mentoring in educational settings.

To review the challenges and potential benefits of involving adolescents in the development and delivery of prevention programming. Key Points and Implications: Adolescent violence prevention programs are typically designed and delivered by adults in school-based settings. However, research has highlighted a number of problems with the effectiveness and sustainability of adult-designed prevention models. In this commentary, we consider the possibility that program effectiveness might be improved if innovative, evidence-based prevention strategies could be developed to help guide adolescents in developing and delivering prevention materials themselves. To inform our discussion, we surveyed 14 adolescent peer leaders about their experiences developing and delivering violence prevention in their schools and communities. Using their input, we critically review the limitations of adult-delivered prevention, discuss the potential benefits and challenges of involving adolescents in designing and delivering violence prevention content, and suggest a number of future directions for researchers and program developers.