Mentoring in Schools: The Predictors and Products of High-Quality Relationships

Session Type: Symposium

Abstract

This session is devoted to exploring school-based mentoring through analysis of a school-based 1-to-1 mentoring program that leverages mentors to support a low-income, diverse population of high-school students in non-cognitive skill growth as well as obtaining the non-academic knowledge and skills necessary to succeed in college. Each paper focuses on the strength of the mentoring relationship and presents findings around predictors of strong relationships as well as the impact that strong relationships has on non-cognitive skill development. Results indicate that a variety of mentor qualities as well as high dosage of the iMentor program that a pair receives have significant effects on the quality of the mentoring relationship, which then positively impacts non-cognitive skill growth.

Sub Unit

• Division H - Research, Evaluation and Assessment in Schools / Division H - Section 2: Program Evaluation in Schools

Chair

• Lisa Merrill, Research Alliance for New York City Schools

Papers

• The Effect of iMentor Program Dosage on College Aspirations and Positive Relationships With Adults - Lisa Merrill, Research Alliance for New York City Schools; James Lauckhardt, iMentor

• Exploring Moderating Effects of Length of Mentor Participation on the Relationship Between Mentor Participation and the Quality of the Mentoring Relationship - Joaquin Villa, iMentor

• "I Trust My Mentor": A Multilevel Model Analysis of the Effect of Strong Mentoring Relationships on Noncognitive Skill Development - Leah Glass, iMentor

Discussant

• Lance Potter, The Potter Group, LLC