Posts

Things May Fall Apart but You Will Make it Through with a Little Help from your Family, Friends, Teachers, and School

We are pleased to feature this thoughtful essay about first generation college students from Professor Margarita Azmitia. Dr. Azmitia grew up in Guatemala and is a Professor of Psychology at the University of California at Santa Cruz. She studies how family, peer, schools, and communities contour adolescents and young adults educational and identity pathways, adolescents’ friendships, […]

Support matters! New study shows how stress and social support affect underrepresented students’ educational outcomes

  Wittrup, A. R., & Hurd, N. M. (2021). The role of trajectories of stress and social support in underrepresented students’ educational outcomes. Applied Developmental Science. https://doi.org/10.1080/10888691.2021.1906677 Summarized by Ariel Ervin Notes of Interest: Many underrepresented college students not only have to cope with stressors that are associated with being in college but also ones that […]

Are supportive relationships enough? The great debate continues

by Jean Rhodes In their provocative new paper, Back to the Future: Mentoring as Means and End in Promoting Child Mental Health, mentoring experts Tim Cavell, Renée Spencer & Sam D. McQuillin make the case for several approaches, including the “supportive mentoring” approach, wherein the “mentoring relationship is not intended as a targeted intervention designed to produce […]

Profiles in Mentoring: A Conversation with Johanna Greeson on Natural Mentoring and Foster Care

Below is a profile of Professor Johanna Greeson. Johanna’s excellent new book will be out next month!  by Kate Powers Introduction: Johanna Greeson is an Assistant Professor in the School of Social Policy & Practice at the University of Pennsylvania. Dr. Greeson received her MSW from Bryn Mawr College in 1999, and then returned to […]

Mentoring and the New Science of “Wise Interventions”

  In his influential paper, The New Science of Wise Intervention, Stanford psychologist Gregory Walton argued for the importance of first developing psychologically precise theories of change that target the processes (e.g., maladaptive thoughts, behaviors, feelings, environments) that impede thriving and then developing interventions that efficiently target and alter these processes. Changes in these processes […]

Complicated lives, complicated excuses

by Jean Rhodes I maintain an email file of the student excuses I’ve received in my 20 years as a professor at UMass Boston. Some are predictable for college students, “I spilled coke on my computer and it turned off and won’t come back on,” or “This is embarrassing but I was several pages into […]

Foster care youth speak: We need career mentoring!

Hudson, A. (2015). Career mentoring needs of youths in foster care: Voices for change. Journal of Child and Adolescent Psychiatric Nursing, 26, 131-137. Background Once young adults age out of the foster care system they are more likely than their non-fostered peers to experience homelessness, poverty, incarceration, and a variety of mental health issues. According […]

Research applies sociological concepts to mentoring programs

Stanton-Salazar, R. (2016). Contributions of social capital theory and social network models in advancing the connection between students’ school-based learning and community-based opportunities for pursuing interest-driven learning. Paper presented at Power Brokers: Building Youth Social Capital through Connected Learning. University of California, Irvine.   Summarized by Justin Preston In a paper presented in the Fall […]

Creating a Culturally Relevant Mentoring Program for Girls of Color

By Bernadette Sanchez, Ph.D. Not too long ago, my colleagues and I created a mentoring program, called GirlPOWER!, for African American and Latina early adolescent girls. Our goal was to ensure that the program was gender specific as well as culturally and developmentally appropriate. We created the program in collaboration with Big Brothers Big Sisters […]

Phrasing, please: New research highlights impact of comparisons using gendered language

Posted by Alex Shaskevitch, Futurity.org Saying something like “girls are as good as boys at math” might come with good intentions and the intent to encourage, but it can backfire, according to new paper. Although well-meaning, the statement, which parents and teachers often express, can subtly perpetuate the stereotypes they are trying to debunk, study […]