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I Don’t think you like me very much: Child minority status and disadvantage predict relationship quality with teachers

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Fitzpatrick, C., Côté-Lussier, C., Pagani, L. S., & Blair, C. (2017). I Don’t think you like me very much: Child minority status and disadvantage predict relationship quality with teachers. Youth & Society, 1-17. DOI: 10.1177/0044118X13508962. Summarized by Stella Kanchewa, M.A., UMass Boston doctoral student Children’s academic performance relates to important adult outcomes including career options, […]

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How natural mentors help youth develop strong racial identities: Implications for school success

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Child Development, 83 (4), 1196-1212. Natural mentors as key factors in promoting both racial identity and educational attainment among African American teens Problem: Great disparities in educational attainment exist between White and African American students. These differences can lead to increased rates of unemployment, poverty, and mental and physical health problems in comparison to Whites […]

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Time and trust trump all: An examination of social capital, race and class in mentoring relationships

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What’s in a relationship? An examination of social capital, race and class in mentoring relationships Gaddis, S. (2012). What’s in a relationship? An examination of social capital, race and class in mentoring relationships. Social Forces, 90 (4), 1237-1269. Summarized by Laura Yoviene Problem: The concept of social capital has been widely identified as an important […]

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For Young African Americans, Emotional Support Found To Buffer the Biological Toll of Racial Discrimination

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by Hannah Klein, SRCD African American youth who report experiencing frequent discrimination during adolescence are at risk for developing heart disease, high blood pressure, diabetes, and stroke in later years, according to a new study. The study also found that emotional support from parents and peers can protect African American youth from stress-related damage to their bodies […]

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Professor Noelle Hurd joins the Chronicle editorial board

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Noelle Hurd, Ph.D.,  Assistant Professor of Psychology at the University of Virginia has joined the editorial board of the Chronicle of Evidence-Based Mentoring. Noelle brings a wealth of experience and insight to this post. In her work, she has paid particular attention to racial identity and natural mentoring in the lives of disadvantaged African American adolescents, and the role […]

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Matching by Race and Gender in STEM-based Mentoring Relationships

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Blake-Beard, S. (2011)., Matching by Race and Gender in Mentoring Relationships: Keeping our Eyes on the Prize.  Journal of Social Issues, Vol. 67, No. 3, 2011, pp. 622–643 Dr. Stacy Blake-Beard, whose work focuses on college and graduate student mentoring, opens her piece by noting that it is often difficult to pinpoint all the factors that […]

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Nationwide Effort to Recruit Male Mentors for 12,000 African American Boys

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from PRNewswire ORLANDO, Fla., Oct. 10, 2013 /PRNewswire/ — When renowned radio personality Michael Baisden posted “A real man takes care of his kids no matter what the relationship is with the mother of the child,” on his Facebook page, he never anticipated the over nine million views or one million plus likes and comments he received as feedback! The […]

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Rising Star: A Conversation with Professor Noelle Hurd - The Chronicle of Evidence-Based Mentoring

★ Rising Star: A conversation with Professor Noelle Hurd

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Noelle M. Hurd, PhD, MPH is an Assistant Professor in the Department of Psychology at the University of Virginia. Over the years, I have been very impressed with Noelle’s scholarship on mentoring. And, this week, we are featuring one of Noelle’s co-authored studies (Hurd, N. M., Sánchez, B., Zimmerman, M. A., & Caldwell, C. H.) on […]

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