Entries by Emily.Buss001@umb.edu

Study Shows Faculty Conversations Are What Keep Community College Students on Track

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Schudde, L. (2019). Short- and long-term impacts of engagement experiences with faculty and peers at community colleges. Review of Higher Education, 42(2), 385–426. https://doi.org/10.1353/rhe.2019.0001 Introduction Community colleges serve as a critical gateway to postsecondary education, yet completion rates remain troubling: 46 percent of students who enroll at two-year public institutions drop out within three years […]

Girls in Sport Need More Than Role Models: What Organizational Staff Say About Mentoring’s Missing Structures

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Hummell, C., & Bean, C. (2026). Mentoring for the positive youth development of girls in sport: Sport organization perspectives and practices. Youth, 6, 33. https://doi.org/10.3390/youth6010033 Introduction In Canada, one million girls leave sport by adolescence, which is a dropout rate twice that of boys. Researchers and sport governing bodies increasingly point to mentorship as a […]

Men of Color Need More Than One Mentor: New Findings Point to Why Multiple Relationships Matter

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Rudd, J. (2026). You belong here: Opportunities for success through mentorship for men of color. About Campus, Advance online publication. https://doi.org/10.1177/10864822261430723 Men of color (MOC) face documented structural barriers to belonging and success in higher education, from lowered faculty expectations to limited access to culturally affirming support networks. Rudd (2026) opens with a straightforward premise: […]

New Psychometric Tool Identifies the Core Skills That Make Mentoring Work

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Sonavane, M. (2026). Development and validation of a core mentoring skills tool. Bharati International Journal of Multidisciplinary Research & Development, 4(1), 74–79. https://doi.org/10.70798/Bijmrd/04011014 Introduction For decades, mentoring research has treated skill as largely a one-directional concern: something mentors possess and mentees receive. A new study from the University of Mumbai challenges that framing directly, arguing […]

New Study Finds Mentoring and Resilience Critical for WOC Navigating Academic Leadership

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Lee, M.-Y., Cavender, R., Jackson, V. P., Li, M., & Kang, Y. (2026). Women of color in academic leadership: Barriers, mentoring, and resiliency. Mentoring & Tutoring: Partnership in Learning. https://doi.org/10.1080/13611267.2026.2637600 Introduction Despite decades of scholarship on women’s leadership, the intersection of race, ethnicity, and gender remains insufficiently examined in academic leadership research. Lee and colleagues […]

Profiles in Mentoring: Katherine Philp on the Credible Messengers Youth Gang Prevention Mentoring Program

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Katherine D. Philp, Ed.D., is the Director of the Education Knowledge Broker Network, where she leads efforts to connect practice and research communities to support the equitable production and use of evidence. Her work centers on after-school programs, youth development, and the role of adult social networks in expanding learning opportunities for young people. She […]

Cross-Cultural Mentoring Training Boosts Faculty Knowledge

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Smart, L., Sood, A., & Shore, X. (2025). Cross-cultural communication in mentoring: Impact on individual growth. Chronicle of Mentoring and Coaching, 9(3), 105–110. https://doi.org/10.62935/s2405p Introduction Cross-cultural communication shapes how mentors and mentees interpret identity, power, and belonging in academic spaces. Smart and colleagues (2025) note that despite their diversity, academic health centers have limited structured, […]

New Randomized Trial Evaluates Virtual Mentoring Program for Autistic Youth

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Hudock, R. L., Gunlicks-Stoessel, M., Zhang, J., Zhou, H., Congreve, A., Williams, S., Petricek, C., Goldberg, E., Austin, J. D., Hokland, A. J., Khan, L., & Weiler, L. M. (2026). A pilot randomized controlled trial of the Autism Mentorship Program. Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s10803-026-07272-w Introduction Autistic adolescents face a developmental period marked […]

New Study Examines the Effects of School-Based Mentoring on Students’ Motivation

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Schenk, L., de Meijer, L., & Severiens, S. (2026). Mentoring for motivation: A mixed-method study on a school-based mentoring program for secondary school students. Mentoring & Tutoring: Partnership in Learning, 34(1), 81–99. https://doi.org/10.1080/13611267.2025.2575964 Introduction Adolescence is marked by a well-documented decline in academic motivation, with implications for achievement, persistence, and well-being. Drawing on self-determination theory […]

Designing Motivating Learning Environments: Insights from Recent Meta-Analysis

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Bureau, J. S., Howard, J. L., Chong, J. X. Y., & Guay, F. (2022). Pathways to student motivation: A meta-analysis of antecedents of autonomous and controlled motivations. Review of Educational Research, 92(1), 46–72. https://doi.org/10.3102/00346543211042426 Introduction Bureau and colleagues (2022) conduct a major meta-analysis to examine how social environments shape student motivation through self-determination theory, a […]