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Research finds engagement in sport-based positive youth development (PYD) programs contribute to key outcomes related to physical, social, emotional, cognitive, and mental health. Consistent, long-term participation ensures youth, especially those who are socially vulnerable, reap the most benefits. Even when common barriers are removed, retention remains a challenge. Using mixed methods, this study explored factors related to long-term retention among youth from socially vulnerable circumstances attending one sport-based PYD program. Factors related to youth participation in the previous year's program, as well as general youth demographics, were examined using difference tests and binomial logistic regression to explore retention among 124 of the 384 youth who returned to the program the following year. Results of the regression analyses showed the full model (with all predictors included), vs. an intercept-only model, was statistically significant, χ2 (11, N = 235) = 23.38, p = 0.02. The model correctly classified 88.2% of the non-returners and 28.0% of the returners for an overall correct classification rate of 67.2%. Better fitness levels, higher perceived social responsibility (an outcome targeted in the program), and some demographic variables (such as lower poverty rates and younger age) were associated with a greater probability of returning, although effect sizes were small. Additionally, interviews were conducted with 18 parent/caregivers of returning youth and 18 match comparison parent/caregivers of non-returning youth. Qualitative analyses revealed few differences in previous year's program experiences between returners and non-returners, as well as similarities in reported benefits from involvement. Both sets of parent/caregivers cited positive experiences overall, and particular benefits related to meeting new people and learning new sports. Parents/caregivers of non-returners, however, noted the value of physical literacy components of the program more so than their counterparts. Social interactions, both positive and negative, seem to have particular relevance for retention. Findings overall, however, demonstrate challenges with predicting retention and fostering long-term engagement among youth from socially vulnerable circumstances in programming.

The last several years have been met with increased instances of athlete activism among college athletes. Little research, though, has investigated athlete activism among white college athletes. The present study adopted an interpretive-constructivist approach to conduct semistructured interviews with 12 white college athletes engaging in racial justice activism. Interviews aimed to develop a heightened understanding of the challenges and supports they experienced in their activism. White college athletes cited several challenges to and supports for engaging in racial justice activism. Challenges included resource deficits (e.g., lack of support), intrapersonal concerns (e.g., lack of confidence), and other external threats (e.g., difficulty balancing social justice with preexisting relationships with loved ones). Supports included individual-level support (e.g., advice from others) and institutional-level support (e.g., resources from university administrators). Findings show participants experienced more challenges than supports. Further, some challenges are unique to white athletes including struggles in engaging in racial justice activism with ingroup members (i.e., other white people). Meanwhile, support from universities, mentors, and family members was important to encouraging racial justice activism among the participants. Higher education administrators, sport psychology consultants, and other sport leaders can use this information to empower white college athletes to navigate the challenges associated with engaging in racial justice activism.

Journal for Advancing Sport Psychology in Research (JASPR) accentuates the development of research scholarship through highly immersive, mentored opportunities for students to first author rigorous student-led research and serve as gatekeepers (i.e., as peer-reviewers and editorial board members) of scientific knowledge through an innovative student-centered publishing platform. First-author publications are considered one of the foremost pinnacles of scientific achievement for research scholars; and, serving as peer reviewers and Editorial Board members of scientific journals are, respectively, considered two of the most valued professional service endeavors in the academic realm. JASPR's student-centered operations are intended to enrich students' knowledge of scientific publishing processes, develop and strengthen their scholarship skills, and bolster their abilities and motivation for navigating the complex academic publishing landscape. As the inaugural editors, in this paper, we: (a) call attention to opportunities in the research publishing landscape to involve students through mentored experiences, (b) broadly describe the role of mentorship in student scholarship, (c) introduce ASPiRE which describes the journal's mentoring activities and guides the immediate, short-term, and long-term student scholarship impacts in a logic model, and (d) provide an overview of opportunities for, and the benefits of, student involvement in the journal. Finally, we conclude with a call for student and faculty engagement in the journal.

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Many high-profile athletes have engaged in athlete activism and continued to remain successful both in sport and activism. Although several barriers have been documented preventing athletes from engaging in activism (e.g., public criticism, status and job loss, withdrawal of funding, anticipated distress; Cunningham & Regan, 2012), activism itself has also been connected to several positive outcomes (e.g., improved confidence, self-concept, belief in change, agency, life meaning; Klar & Kasser, 2009; Rabkin, McElhiney, Harrington, & Horn, 2018). Indeed, both sport and activism provide opportunities for athlete activists to develop resilience. Therefore, the purpose of the present study was to examine the relationships between athletic identity (AI), activist identity and commitment (AIC), stress control mindset, and mental toughness. NCAA student-athletes (N = 204) reported low AIC overall. Regression models did not suggest that AI and AIC predict SCM or MT as expected, but correlations did provide evidence that SCM and MT are positively related. Possible explanations for these findings are discussed.

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Informed by student needs and organizational goals, a dedicated group of students and faculty mentors founded a new peer-reviewed, student-centered journal supported by the Association for Applied Sport Psychology (AASP) and the AASP Foundation. The following paper outlines key factors that contributed to the actualization of this journal including an overview of the supporting organization, historical context relevant to the journal, and includes a brief overview of the student leadership positions at the center of the development of the journal. Additionally, we outline the three-year process of taking this journal from an idea, to a proposal, to full operation-as evidenced by this first issue. Our hope is that through a transparent reflection of our process, other students may be empowered by our learned experiences and gain confidence to advocate for lofty goals within their own organizations.