Entries by Ariel Ervin

The 4 People in Schools Who Students Are Most Likely to Call a Mentor

By Arianna Prothero, Reprinted from EducationWeek Ask educators and they’ll tell you that their students’ motivation to work hard and try their best in school is suffering. Eighty percent of teachers, principals, and district leaders surveyed in early 2023 by the EdWeek Research Center said that the pandemic had made their students less motivated. Mentoring […]

Building connections to amplify student voice

By Grace Kuo, Reprinted from along How can inputs from students help educators understand what is or isn’t resonating in their classroom instruction? This key question centered discussion at a workshop moderated by Along leaders at the recent ASU + GSV Summit. Educators say that student inputs are a critical component to building engagement and […]

How do mentoring relationships affect the college enrollment of first-generation college students?

Glass, L. E. (2023). Social capital and first-generation college students: Examining the relationship between mentoring and college enrollment. Education and Urban Society, 55(2), 143–174. https://doi.org/10.1177/00131245221076097 Summarized by Ariel Ervin Notes of Interest:  There is a progressively big gap in college graduation rates among first-generation and low-income students. Studies indicate that this notable disparity stems from a lack […]

Integrating digital interventions with clinical practice in youth mental health services

Cross, S. P., Nicholas, J., Bell, I. H., Mangelsdorf, S., Valentine, L., Thompson, A., Gleeson, J. F., & Alvarez-Jimenez, M. (2023). Integrating digital interventions with clinical practice in youth mental health services. Australasian Psychiatry, 31(3), 302–305.  https://doi.org/10.1177/10398562231169365 Summarized by Ariel Ervin Notes of Interest: There is a mental health crisis in Australia. Because of the high demand […]

New meta-analysis of after-school programs sheds light on moderators that affect reported youth outcomes

Christensen, K. M., Kremer, K. P., Poon, C. Y., & Rhodes, J. E. (2023). A meta‐analysis of the effects of after‐school programmes among youth with marginalized identities. Journal of Community & Applied Social Psychology. Summarized by Ellen Parry Luff Notes of Interest There is a growing consensus that after-school programs (ASPs) are a positive resource for […]

Natural mentoring among college students of color: New study explores the role of ethnic-racial identity and psychological well-being

Garcia-Murillo, Y., Sánchez, B., Carter, J. S., McMahon, S. D., & Schwartz, S. E. (2023). Natural mentoring among college students of color: Considerations for their ethnic-racial identity and psychological well-being. Journal of Community Psychology. https://doi.org/10.1002/jcop.23064 Summarized by Ariel Ervin Notes of Interest: College students of color in predominately White institutions (PWIs) have poorer graduation and retention […]

Mentoring Latinx youth seeking technology careers

Denner, J., & Torres, D. (2023). How natural mentoring is used by Latinx youth at a community technology center. Journal of Latinos and Education, 22(1), 339-356. Summarized by Ellen Parry Luff Notes of Interest Despite the rapid growth of the technological workforce in America, Latinx are underrepresented in the field of technology.  Evidence shows that mentoring […]

Lessons From Generation Work on Incorporating Positive Youth Development Into Employment Training

By Kristin Anderson Moore, Hannah Lantos, and Zakia Redd, Reprinted from Child Trends Moore, K.A., Lantos, H., & Redd, Z. (2023). Lessons from Generation Work on incorporating positive youth development into employment training. Child Trends.  https://www.childtrends.org/blog/lessons-from-generation-work-on-incorporating-positive-youth-development-into-employment-training Generation Work, an initiative launched by the Annie E. Casey Foundation in 2016, aims to connect more of America’s […]