Mentoring relationships for youth: Investigation of a process-oriented model

By Gilbert R. Parra, D. DuBois, Helen A. Neville, Aalece O. Pugh-Lilly, Nan Povinelli. 2002

253 citations recorded by the source corpus.

Subfields: Safety Research, Social Psychology, Speech and Hearing

View Paper: https://www.semanticscholar.org/paper/4ffa2d0d92baa5895bd5473272c937a8ac07179a

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Safety Research

1. L. Eby
2. Tammy D. Allen
3. D. DuBois
4. S. Murphy
5. J. Grossman
6. Renée Spencer
7. Sarah Evans
8. C. Herrera

In Social Psychology

1. L. Eby
2. D. DuBois
3. Tammy D. Allen
4. S. Murphy
5. Renée Spencer
6. Sarah Evans
7. J. Grossman
8. C. Herrera

In Speech and Hearing

1. D. DuBois
2. Renée Spencer
3. J. Grossman
4. Bernadette Sánchez
5. J. Rhodes
6. Nicole Renick Thomson
7. Debra H. Zand

Citations in the corpus

• USING VOLUNTEER MENTORS TO IMPROVE THE ACADEMIC OUTCOMES OF UNDERSERVED STUDENTS: THE ROLE OF RELATIONSHIPS (2015, unknown): “(BBBSA, 2013b) Prior research on mentoring relationships outside of school (for example, DuBois & Neville, 1997; Parra et al., 2002; Thomas & Zand, 2010; Zand et al., 2009) suggests that feelings of closeness and related indicators of the emotional quality of the mentor-protégé tie are important…”
• The Role of Risk: Mentoring Experiences and Outcomes for Youth with Varying Risk Profiles. Executive Summary. (2013, background): “Relationship strength has typically been assessed using measures that focus on how close or emotionally “connected” mentors and mentees feel toward one another (for example, Herrera et al. 2007; Parra et al. 2002).”
• An interdisciplinary meta-analysis of the potential antecedents, correlates, and consequences of protégé perceptions of mentoring. (2013, background): “Four final longitudinal studies provide insight on the association between mentoring perceptions and other variables (Blakely et al., 1995; Parra et al., 2002; Ringenberg, 2004; Wanberg et al., 2007).”
• Understanding the Mentoring Process between Adolescents and Adults (2006, background): “The goal of the present study was to begin to build an understanding of the processes at work in closer, more enduring mentoring relationships, those that have been found to be the most likely to have positive benefits for youth (Grossman & Rhodes, 2002; Parra et al., 2002).”
• GENDER, ETHNICITY, DEVELOPMENT, AND RISK: MENTORING AND THE CONSIDERATION OF INDIVIDUAL DIFFERENCES (2006, background): “Are mentor‐protege matches more successful when they are ethnically homogeneous? All studies attempting to answer this question compare white mentors paired with ethnic minority youth to matched pairs who share ethnicity (e.g., Ensher & Murphy, 1997, Grossman & Rhodes, 2002; Parra, DuBois, Neville,”
• Academic Mentoring in College: The Interactive Role of Student’s and Mentor’s Interpersonal Dispositions (2005, background): “In line with other researchers (Karcher, Nakkula and Harris, in press; Mehlman and Glickauf-Hughes, 1994; Parra et al., 2002), we propose that understanding the conditions under which mentoring is most effective in promoting youth adjustment requires a closer look at the individual pre-dispositions ”