Important Nonparental Adults as an Academic Resource for Youth

Abstract

This study examined the associations between various sources of social support and academic achievement. Participants were 313 ethnically diverse students attending a low-income intermediate school in New Zealand (mean age = 11.96 years). They reported on the presence and nature of a relationship with a very important nonparental adult in their lives (VIP), and on parent, peer, and VIP warmth and acceptance. Indicators of academic achievement (standardized tests) were also gathered from the school. Results showed that 62% of the youth reported the presence of at least one VIP in their lives, and there was a significant, positive correlation between VIP presence and the majority of academic achievement variables. VIP warmth was uniquely associated with all achievement variables, while parent and peer warmth were nonsignificant in the presence of VIP warmth. The results indicate that VIPs are an important resource for youth who are at risk of low achievement.

Examining the Role of Social Support for Adolescents from Low Socioeconomic Backgrounds in a College Access Program

“…Interestingly, social support was not directly associated with participants' GPA or grades. This finding was not in line with previous research which found a link between social support and classroom grades for adolescents living in poverty [8,22]. It may take more time for the support provided by the current CAP to directly impact GPA or grades.…”

“…In general, studies have linked social support to a number of adolescent outcomes including academic outcomes [9], internalizing problems, and depression [7,21]. Among adolescents that have been exposed to risk, social support has been also found to improve outcomes [22]. For instance, [22] found that social support from adults was related to higher academic achievement for adolescents from lower income families.…”

“…Among adolescents that have been exposed to risk, social support has been also found to improve outcomes [22]. For instance, [22] found that social support from adults was related to higher academic achievement for adolescents from lower income families.…”

Queerly Unequal: LGBT+ Students and Mentoring in Higher Education

“…"Very important nonparental adults" have strong mentoring influences on youths' ability to access higher education (Beam et al 2002). Nonparental adult mentor relationships are also correlated with higher academic scores and healthier social ties with family, friends, and classmates (Beam et al 2002;DuBois and Silverthorn 2005;Farruggia et al 2013). Adult mentors are able to combine fun and maturity, supporting the mentees autonomy and independence while role modeling (Allen and Land 1999;Beam et al 2002;Rhodes 2002;Rhodes 2005).…”