Rising Stars and Underdogs: The Role Race and Parental Education Play in Predicting Mentorship

Autor/inn/en	Fruiht, Veronica; Boeder, Jordan; Chan, Thomas
Titel	Rising Stars and Underdogs: The Role Race and Parental Education Play in Predicting Mentorship
Quelle	In: Youth & Society, 54 (2022) 4, S.635-661 (27 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fruiht, Veronica)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0044-118X
DOI	10.1177/0044118X211004637
Schlagwörter	Individual Characteristics; Racial Differences; Ethnicity; Socioeconomic Status; Academic Achievement; Success; Predictor Variables; Minority Groups; Interpersonal Relationship; Whites; African Americans; Hispanic Americans; Adolescents; Student Behavior; Self Concept; Social Influences; Antisocial Behavior; Substance Abuse; Adults; Grade Point Average; National Longitudinal Study of Adolescent Health + Suchen Sie Ihr Suchwort? Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Rassenunterschied; Ethnizität; Socio-economic status; Sozioökonomischer Status; Schulleistung; Erfolg; Prädiktor; Ethnische Minderheit; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; White; Weißer; Afroamerikaner; Hispanic; Hispanoamerikaner; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Student behaviour; Schülerverhalten; Selbstkonzept; Sozialer Einfluss; Drug use; Drug consomption; Drogenkonsum
Abstract	Research suggests that youth with more financial and social resources are more likely to have access to mentorship. Conversely, the rising star hypothesis posits that youth who show promise through their individual successes are more likely to be mentored. Utilizing a nationally representative sample (N = 4,882), we tested whether demographic characteristics (e.g., race, SES) or personal resources (e.g., academic/social success) are better predictors of receiving mentorship. Regression analyses suggested that demographic, contextual, and individual characteristics all significantly predicted access to mentorship, specifically by non-familial mentors. However, conditional inference tree models that explored the interaction of mentorship predictors by race showed that individual characteristics mattered less for Black and Latino/a youth. Therefore, the rising star hypothesis may hold true for White youth, but the story of mentoring is more complicated for youth of color. Findings highlight the implications of Critical Race Theory for mentoring research and practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01