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Testing The Impact Of Mentoring On Middle School Studentsâ?? Ethnic Identity And Academic Self-Efficacy

Daisy Bueno, Illinois State University

Imported from ProQuest Bueno_ilstu_0092N_10558.pdf


Early adolescence is a time of great developmental change. Multiple transitions occur throughout this period, including changes in environment as well as personal transformations. Adolescents need adults they can rely on and trust to help them adjust to these changes (Hirsch, 2005). Mentoring involves a caring and supportive relationship between a youth and a non-parental adult (Rhodes, 2005). The CONNECT mentorship program was developed by Illinois State University to promote positive youth development among youth in under-resourced public schools. This study explored positive outcomes associated with ethnic identity development and academic self-efficacy related to college going intentions as mediated by the quality of the mentor-mentee relationship among the mentees of the CONNECT program. Data were collected three times during the nine month period of the CONNECT program during the 2013-2014 academic year. As expected, ethnic identity search and college attendance intentions increased from Time 1 to Time 3 throughout the CONNECT program. Contrary to predictions, college persistence intentions and ethnic commitment showed no significant change over time. Growth in ethnic identity and college going self-efficacy were not mediated by mentor-mentee relationship qualities.