Youth Mentoring

Evaluation Studies

A recent meta-analysis of 55 programs found that mentoring programs overall had few benefits for youth (DuBois, Holloway, Valentine, & Cooper, 2002). Positive effects were more likely to be found when programs adhered to best practices and when the focus of the program was on disadvantaged youth. Unfortunately, few mentoring programs adhere to best practices; programs may feel pressured by funding agencies to increase the number of new matches rather than spend time nurturing existing matches (Rhodes & Spencer, in press). In addition, the meta-analysis study confirmed other research (Big Brothers/Big Sisters; Grossman & Rhodes, 2002) showing that matches of longer duration, more frequent contact, and greater relational closeness were more successful and that the youth in these relationships had better psychosocial outcomes. Importantly, youth in relationships lasting less than 3 months did significantly worse on some psychosocial outcomes when compared with a control group (Grossman & Rhodes, 2002).

Mentoring-Relationship Characteristics

These findings suggest the centrality of the mentoring relationship itself in effecting positive change. The mentoring relationship can be characterized as either instrumental or psychosocial (Flaxman, Ascher, & Harrington, 1988). Instrumental mentoring focuses on problem solving and helping the mentee achieve specific goals. Psychosocial mentoring focuses on the emotional aspect of the relationship and fostering the personal qualities of the mentee. Good mentoring probably includes each type at various points in the relationship.

Rhodes (2002) suggests that mentoring works in three ways. First, mentors can foster mentees' social skills and emotional well-being. For example, research shows that mentoring can improve adolescents' relationships with their parents; these improved relationships, in turn, lead to positive psychosocial outcomes (Rhodes, Grossman, & Resch, 2000). Second, mentoring can improve mentees' cognitive skills. Darling, Hamilton, and Hames (in press) discuss how the crucial transitions of adolescence, particularly regarding autonomy, may be more thoughtfully negotiated by substantive conversations with mentors. Third, mentoring provides possible role models and advocates for the youth. This function might be most helpful for disadvantaged youth who have fewer models of success and fewer persons who can provide the experience and knowledge about how to achieve success.

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