Program-specific practices and outcomes for high school mentors and their mentees

Cavell, Timothy A.; Gregus, Samantha J.; Craig, James T.; Pastrana, Freddie A.; Rodríguez, Juventino Hernández

doi:10.1016/j.childyouth.2018.04.045

Cited by 6 publications

(8 citation statements)

References 23 publications

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“…Although some research has evaluated the impact of school-based mentoring programs (Cavell et al, 2018; Chan et al, 2013; Núñez et al, 2013), very little research has looked at how a hybrid or “blended” mentoring whole-school model with a college focused curriculum can impact students’ high school graduation and college enrollment. As the results indicate, although less impactful than length of match and number of meetings, the weekly lessons were an important factor in students’ likelihood of graduating high school and enrolling in college.…”

Section: Discussion and Limitationsmentioning

confidence: 99%

Social Capital and First-Generation College Students: Examining the Relationship Between Mentoring and College Enrollment

Glass

2022

Education and Urban Society

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There is an increasingly large disparity in college graduation rates among low-income and first-generation college students. Research suggests that the main reason for this discrepancy is the lack of access to information and knowledge about the college process. First-generation students have fewer people in their social network who went to college and thus cannot help them navigate the difficult and multi-step process of finding, applying, and enrolling in college. Mentoring, however, has been proven to be a successful intervention for helping these populations navigate the post-secondary process. This paper evaluates a school-based hybrid mentoring program to attempt to measure the relationship between mentors and how students in New York City navigated the post-secondary process and enrolled in college. Findings show that program lessons, number of months matched, and meeting out of program are important program elements in increasing a student’s likelihood of graduating high school and enrolling on-time in college.

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Section: Discussion and Limitationsmentioning

confidence: 99%

Social Capital and First-Generation College Students: Examining the Relationship Between Mentoring and College Enrollment

Glass

2022

Education and Urban Society

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“…Although some research has evaluated the impact of school-based mentoring programs (Chan et. al., 2011;Cavell et al, 2018;Nùñez et al, 2012), very little research has looked at how a hybrid or "blended" mentoring whole-school model with a college focused curriculum can impact students' high school graduation and college enrollment. As the results indicate, although less impactful than length of match and number of meetings, the weekly lessons were an important factor in students' likelihood of graduating high school and enrolling in college.…”

Section: Discussion and Limitationsmentioning

confidence: 99%

Social capital and first-generation college students: examining the relationship between mentoring and college enrollment

Glass¹

2022

Preprint

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There is an increasingly large disparity in college graduation rates among low-income and first-generation college students. Research suggests that the main reason for this discrepancy is the lack of access to information and knowledge about the college process. First-generation students have fewer people in their social network who went to college and thus cannot help them navigate the difficult and multi-step process of finding, applying, and enrolling in college. Mentoring, however, has been proven to be a successful intervention for helping these populations navigate the post-secondary process. This paper evaluates a school-based hybrid mentoring program to attempt to measure the relationship between mentors and how students in New York City navigated the post-secondary process and enrolled in college. Findings show that program lessons, number of months matched, and meeting out of program are important program elements in increasing a student's likelihood of graduating high school and enrolling on-time in college.

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“…Gains. Less frequently, volunteers acknowledged that participation provided an outlet to give back (Monk et al, 2014;Raven, 2015) or to develop a renewed understanding of community needs, spurring greater civic engagement (Cavell et al, 2018;Coyne-Foresi et al, 2019;O'Shea et al, 2016;Lee et al, 2010;Weiler et al, 2013). Mentors more often developed greater awareness of how to foster positive youth development (Schmidt et al, 2004;Wasburn-Moses et al, 2014;Weiler et al, 2013).…”

Section: Background Earlier Mentor-centric Researchmentioning

confidence: 99%

Putting school-based mentors' experience into context: a mixed-methods cross-country comparison

Bufali

Morton

Connelly

2023

IJMCE

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PurposeCross-national research on cultural differences can help understand what drives, in differing contexts, mentors' commitment to school-based mentoring programs. This comparative study aims to explore whether adult volunteers, from Scotland and Italy, experience being mentors of vulnerable youth differently.Design/methodology/approachData from interviews (n = 20) and questionnaires (n = 114) were used to test hypotheses concerning volunteer mentors' perceptions of their role and abilities, as well as motives for participation. According to cross-cultural theories, Scottish mentors should be more likely to identify mentoring with establishing friendly relationships with mentees and promoting youth self-empowerment. They should also be more self-confident and value-driven as volunteers.FindingsDespite the mixed support for the assumptions concerning how the mentor role is conceived, Scottish mentors were less likely than Italians to doubt their abilities and more driven by other-focused and generative concerns.Originality/valueThe study reveals significant variations in how volunteers from countries featuring different welfare regimes and cultural orientations experience mentoring. The research advances the understanding of how culturally sensitive approaches can foster mentors' engagement.

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Program-specific practices and outcomes for high school mentors and their mentees

Cited by 6 publications

References 23 publications

Social Capital and First-Generation College Students: Examining the Relationship Between Mentoring and College Enrollment

Social Capital and First-Generation College Students: Examining the Relationship Between Mentoring and College Enrollment

Social capital and first-generation college students: examining the relationship between mentoring and college enrollment

Putting school-based mentors' experience into context: a mixed-methods cross-country comparison

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