Entries by Mia Lamont

Cracks in the Glass Ceiling: The Effects of Gender in Mentoring

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Ragins, B. R., Hu, C., Wang, S., & Huang, J.-C. (2024). Mentors’ beliefs about protege advancement potential and gender in mentoring relationships. Journal of Vocational Behavior, 155, 104062. Introduction Ragins and colleagues (2024) provide a compelling examination of how mentors’ perceptions of their mentees’ advancement potential can influence career support and relational quality, with a […]

Can Natural Mentors Support Success Among Low-Income College Students?

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Reynolds, J. R., & Parrish, M. (2018). Natural Mentors, Social Class, and College Success. American journal of community psychology, 61(1-2), 179–190. https://doi.org/10.1002/ajcp.12209 Summarized by Mia Lamont Introduction Higher education in the United States is often framed as a pathway to economic mobility. However, class-based inequalities persist, shaping not only who attends college but also who […]

Beyond the Game: Peer-Mentoring for Student Athletes

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Johnston K, Mutaj F, Frake-Mistak M. “A shoulder to lean on during your first year”-An exploration into a Canadian post-secondary institution’s peer mentor program for varsity student athletes. PLoS One. 2024 May 8;19(5):e0298806. Introduction The transition from high school to college is a pivotal period for students, especially for those balancing academic and athletic commitments. […]

Experimental Study Highlights Benefits of Mindfulness Skills in Mentoring Programs

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Lucas-Thompson, R.G., Miller, R.L., Moran, M.J. et al. “Scaling Out” a Mindfulness-Based Intervention Through a Youth Mentoring Program: Preliminary Evidence for Feasibility, Acceptability, and Efficacy. Mindfulness 15, 872–888 (2024). Summarized by Mia Lamont Introduction Research indicates that mindfulness-based interventions (MBIs) may offer a promising approach to improving emotion regulation and mental health outcomes in adolescents. However, accessibility remains a […]

Leveraging the Intersection: Understanding Black Queer Mentorship for BlackQueer Youth

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Webb, J. M. (2025). Educational cultural visionaries: how BlackQueer adults mentor, embrace, and love on BlackQueer youth. International Journal of Qualitative Studies in Education, 1–14. https://doi.org/10.1080/09518398.2025.2470935 Introduction Javania Michelle Webb (2025) provides a critical examination of the role that BlackQueer adults (BQA) play in mentoring BlackQueer youth (BQY). Her study addresses a significant gap in […]

A Rapid Review of Wellbeing, Offending & Successful Matching in mentoring for ‘at-risk’ young people

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Joshua Brookes, Ben Lohmeyer, Kate Seymour, A Rapid Review of Wellbeing, Offending & Successful Matching in mentoring for ‘at-risk’ young people, Children and Youth Services Review, Volume 169, 2025, 108132, ISSN 0190-7409  Introduction Mentoring programs for ‘at-risk’ youth have been recognized as an effective strategy to improve social, behavioral, and academic outcomes. Brookes and colleagues […]

New Study Examines Emotion Coaching as a Tool in Effective Mentoring

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Lindsey M. Weiler, Haoran Zhou, Jennifer L. Krafchick, Toni S. Zimmerman, Shelley A. Haddock, Sophia Frank, Briana Joseph, Koren Mickelson, A Mixed-Method Exploration of an emotion coaching approach within youth mentoring, Children and Youth Services Review, Volume 171, 2025, 108200, ISSN 0190-7409 Introduction In response to the growing need for mentoring strategies that promote youth […]

Examining Black Students’ and Mentors’ Experiences in a Summer Engineering Experience for Kids Program

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Fletcher, T., Alharbi, A., Qasim, M., Hooper, K., & Collins, E. (2025). Examining Black Students’ and Mentors’ Experiences in a Summer Engineering Experience for Kids Program. Journal for STEM Education Research, 1-25. Introduction The underrepresentation of Black students in STEM fields has long been a concern in education and workforce development. Addressing this gap requires early […]

Creating Safe Spaces: Cultural Responsivity in After-School Programs for Black and Hispanic Girls

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Moses, J. O., Metaweh, M., Bravo, E. I., Stephens, D. P., Jean-Jacques, D., Vilorio, H., … & Frazier, S. L. (2025). “It validates her identity”: A mixed methods approach to examining culture, context, and family engagement in an urban afterschool program for Black and Hispanic girls. Journal of Adolescent Research, 07435584241312700. Introduction Out-of-school-time (OST) programs can […]