A5081701180- Mentoring and Academic Development
- Youth Development and Social Support
- Higher Education Research Studies
- Adolescent and Pediatric Healthcare
- Parental Involvement in Education
- Career Development and Diversity
- Community Health and Development
- Early Childhood Education and Development
- Child and Adolescent Psychosocial and Emotional Development
- Child Welfare and Adoption
- Perfectionism, Procrastination, Anxiety Studies
- Impact of Technology on Adolescents
- Climate Change Communication and Perception
- Climate Change and Health Impacts
- Psychosocial Factors Impacting Youth
- Educational and Psychological Assessments
- Mental Health Treatment and Access
- Child Abuse and Trauma
- Childhood Cancer Survivors' Quality of Life
- Higher Education Practises and Engagement
- Maternal Mental Health During Pregnancy and Postpartum
- Motivation and Self-Concept in Sports
- Environmental Education and Sustainability
- Family and Disability Support Research
- Academic Freedom and Politics
Suffolk University
2016-2025
Boston University
2013-2020
University of Massachusetts Boston
2010-2014
Cambridge Health Alliance
2014
Harvard University
2008-2014
McLean Hospital
2008
The influence of match length and re-matching on the effectiveness school-based mentoring was studied in context a national, randomized study 1,139 youth Big Brothers Sisters programs. sample included grades four through nine from diverse racial ethnic backgrounds. At end year, intact relationships showed significant academic improvement, while matches that terminated prematurely no impact. Those who were re-matched after terminations negative impacts. Youth, mentor, program characteristics...
This study examines youth initiated mentoring (YIM), a new approach to in which nominate mentors from among the non-parental adults within their existing social networks (e.g., teachers, family friends, extended members). YIM is currently being implemented through National Guard Youth ChalleNGe Program (NGYCP), an intensive residential intervention program for ages 16-18 who have dropped out or been expelled high school. employed mixed methods explanatory design, drawing on quantitative data...
Abstract Social capital plays a key role in college and career success, research indicates that dearth of on‐campus connections contributes to challenges first‐generation students face effectively navigating the environment. This study investigates novel intervention focuses on development skills attitudes empower cultivate social during transition college. A mixed methods, explanatory design was used evaluate impacts processes among ( n = 164) context an ethnically diverse, urban, public...
Associations between youths' relationship profiles and mentoring outcomes were explored in the context of a national, randomized study 1,139 youths (54% female) geographically diverse Big Brothers Sisters school-based programs. The sample included Grades 4-9 from racial ethnic backgrounds, majority whom receiving free or reduced-price lunch. Latent profile analysis, person-oriented approach, was used to identify 3 distinct relational profiles. Mentoring found have differential effects...
Youth mentoring relationships have significant potential for promoting positive youth development. Nonetheless, the benefits derived from such depend considerably on length and quality of bonds that are created between mentors youth. Although some attention has been paid to youth’s experience relationship quality, few studies focused mentors’ quality. In context a national sample mentor dyads in Big Brothers Sisters community-based programs ( N = 5,222), current study validated new...
Traditional approaches to formal youth mentoring have focused primarily on improving the lives of "at-risk" through assignment individual mentors who are typically disconnected from youth's communities. Similarly, research in field has emphasized dyadic relationship between mentor and mentee, with less attention paid broader relational contexts which such relationships unfold. The current paper proposes a new framework that expands scope interventions include build cultivate informal...
Youth initiated mentoring (YIM) is an innovative approach to being implemented by the National Guard ChalleNGe Program in which youth identify and select their mentors. There great interest this approach; however, there has been little study of YIM or its implementation ChalleNGe. Retrospective in-depth qualitative interviews with former participants ( n = 30) were conducted gain a descriptive understanding mentor selection process, role these relationships played participants’ experiences...
Climate change education is critical to promote climate action. Unfortunately, in the United States limited, with formal instruction typically only offered science classes. Both students and teachers are pushing for interdisciplinary, standards-aligned that not describes behind but also sustainable solutions addressing it. Yet, many feel unprepared teach about lack effective resources do so. In this article, we share practical recommendations educators using inquiry- place-based approaches....
Abstract This study investigates the role of mentoring relationships in explaining associations between youth experiences community developmental assets (i.e., involvement structured activities and attitudes towards youth) outcomes within a national sample 15-year-olds (n = 1,860). Results indicated that were associated with having mentor, perceptions higher quality relationships. Having mentor significantly mediated association prosocial values. Likewise, relationship school engagement,...
Objective: Although much research on community colleges focuses institutional challenges or student deficits, emerging evidence suggests that student–instructor relationships have the potential to impact success. The current study examined factors could influence college students’ development of with instructors and how these are associated academic engagement achievement. Drawing literature exploring at 4-year institutions, we hypothesized may partially account for association between...
This study presents the results of a collaborative community‐based research project evaluating Youth Force, youth community organizing program. Participants included urban in middle school and high from minority racial ethnic backgrounds. Employing mixed methods design, investigated impacts program on participants, as well processes through which experiences influenced outcomes. Results indicated that programs influence range development outcomes, including skills, knowledge, civic...
It is estimated that three million youth in the United States are formal mentoring relationships which volunteers matched with children and adolescents, this number continues to rise (MENTOR/National Mentoring Partnership, 2006).Many more have meaningful, natural extended family members, teachers, neighbors, coaches, other caring non-parental adults.Anecdotal accounts of their life-transforming effects on young people abound media, including stories adults helping discover strengths and,...
Abstract Although assigned mentoring relationships have typically involved same-gender matches, a growing number of programs, particularly those in schools, begun pairing female mentors with male mentees. This practice stems, large part, from the relative dearth and programs' efforts to increase availability youth young males on waiting lists. We drew secondary data two largest random assignment evaluations school-based Department Education's Student Mentoring Program Big Brothers Sisters...
This qualitative study explores the effects of social justice–oriented youth programming on racial and ethnic identities justice action for Asian American youth. Study participants were 5 male 3 female high school students, ages 15–17, whose ethnicities included Chinese, Vietnamese, Chinese-Vietnamese. Data sources multiple in-depth interviews with 8 participants, both pre- post-programming, as well research observations all programming. Analysis was based in a critical ideological...