Mentoring in Historical Perspective

Baker, David B.; Maguire, Colleen P.

doi:10.4135/9781412976664.n2

Cited by 42 publications

(31 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…These sex and age differences warrant further study and underscore the importance of better understanding who benefits most from having a mentor in school. Big Brothers was created because Coulter and Westheimer wanted to provide older male role models to teenage boys who had few adult males in their lives (Baker and Maguire 2005). But in this study, elementary school boys benefited more than middle and high school age boys.…”

Section: Discussionmentioning

confidence: 97%

The Study of Mentoring in the Learning Environment (SMILE): A Randomized Evaluation of the Effectiveness of School-based Mentoring

2008

View full text Add to dashboard Cite

The effect of providing youth school-based mentoring (SBM), in addition to other school-based support services, was examined with a sample of 516 predominately Latino students across 19 schools. Participants in a multi-component, school-based intervention program run by a youth development agency were randomly assigned to one of two conditions: (1) supportive services alone or (2) supportive services plus SBM. Compared to community-based mentoring, the duration of the SBM was brief (averaging eight meetings), partly because the agency experienced barriers to retaining mentors. Intent-to-treat (ITT) main effects of SBM were tested using hierarchical linear modeling (HLM) and revealed small, positive main effects of mentoring on self-reported connectedness to peers, self-esteem (global and present-oriented), and social support from friends, but not on several other measures, including grades and social skills. Three-way cross-level interactions of sex and school level (elementary, middle, and high school) revealed that elementary school boys and high school girls benefited the most from mentoring. Among elementary school boys, those in the mentoring condition reported higher social skills (empathy and cooperation), hopefulness, and connectedness both to school and to culturally different peers. Among high school girls, those mentored reported greater connectedness to culturally different peers, self-esteem, and support from friends. Findings suggest no or iatrogenic effects of mentoring for older boys and younger girls. Therefore, practitioners coordinating multi-component programs that include SBM would be wise to provide mentors to the youth most likely to benefit from SBM and bolster program practices that help to support and retain mentors.

show abstract

Section: Discussionmentioning

confidence: 97%

The Study of Mentoring in the Learning Environment (SMILE): A Randomized Evaluation of the Effectiveness of School-based Mentoring

2008

View full text Add to dashboard Cite

show abstract

“…Natural mentoring relationships or supportive relationships that develop naturally in the community, and are not arranged and supported by formal programs, have long been considered critical to the behavioral health and well-being of developing youths. 2 Historically, the idea of providing "big brother" relationships to maltreated and orphaned children emerged out of a belief in civic responsibility. 3 Scholars have articulated that natural mentors are less common today because of shifts in society; 4 however, youths continue to mention supportive adults as critical to their success.…”

Section: Introductionmentioning

confidence: 99%

“…The research questions that guided this study were: (1) Do OYFC have nonkin natural mentors, defined as an adult who is not related to you, that is older than you, and is willing to listen, share his or her experiences, and guide you through some part or area of your life? ; 4,8 (2) What do the specific features (e.g., duration, quality, or frequency of contact) of these relationships look like? ; and (3) Do specific features of these relationships differ by demographic and clinical characteristics?…”

Section: Introductionmentioning

confidence: 99%

Nonkin Natural Mentors in the Lives of Older Youths in Foster Care

Munson

McMillen

2006

J Behav Health Serv Res

View full text Add to dashboard Cite

This study explored the nonkin natural mentoring relationships among older youths in foster care. Three hundred thirty-nine youths nearing their exit from one state's alternative care system were interviewed. Those that reported the presence of a natural mentor, 62% (n=211), were subsequently asked about how they met their mentor, how long they have known their mentor, how frequently they have contact with their mentor, and the quality of the relationship. Seventy percent of the youth with mentors reported having known their mentors for over 1 year. Youth reported high levels of contact and relationship quality. Ethnic group membership, gender, where youth were living, and clinical characteristics were associated with individual mentoring characteristics. Child and adult service delivery systems might benefit from considering ways to support the continuation of these relationships during the transition period.

show abstract

“…With this increase in popularity, there has been tremendous pressure to close the mentoring gap-the gap between the number of youth who report wanting a mentor and the number who currently have one (Leyton-Armakan, Lawrence, Deutsch, Williams, & Henneberger, 2012). Public service campaigns portray these relationships as overwhelmingly positive life changing experiences (Baker & Maguire, 2005). However, as Spencer (2007) noted "the at-times unbridled enthusiasm for mentoring needs to be tempered with more sober considerations of the challenges faced by mentors and youth" (p. 352).…”

mentioning

confidence: 96%

Changes in Mentor Efficacy and Perceptions Following Participation in a Youth Mentoring Program

Strapp

Gilles

Spalding

et al. 2014

Mentoring & Tutoring: Partnership in Learning

View full text Add to dashboard Cite

Gresham, ORAlthough mentoring programs are increasing in popularity as a preventative intervention strategy for youth, little is known about the experience from the mentor's perspective. In this study, we describe a longitudinal assessment of 41 mentors, including 13 men and 28 women (M age = 21.93 years, SD = 3.21) working with at-risk youth in a school-based mentoring program. Before starting the program, mentor perceptions, motives, and efficacy were assessed and again after three and six months of mentoring to measure change across time. At the end of the program, mentors evaluated the relationship and rated perceived benefits. Mentors experienced significant changes in perceptions and efficacy across time and changes predicted relationship satisfaction and perceived benefits. Recommendations to support mentors and develop sustainable and satisfying mentoring relationships are provided.

show abstract

Mentoring in Historical Perspective

Cited by 42 publications

References 0 publications

The Study of Mentoring in the Learning Environment (SMILE): A Randomized Evaluation of the Effectiveness of School-based Mentoring

The Study of Mentoring in the Learning Environment (SMILE): A Randomized Evaluation of the Effectiveness of School-based Mentoring

Nonkin Natural Mentors in the Lives of Older Youths in Foster Care

Changes in Mentor Efficacy and Perceptions Following Participation in a Youth Mentoring Program

Contact Info

Product

Resources

About