Natural Mentors, Racial Identity, and Educational Attainment Among African American Adolescents: Exploring Pathways to Success

Noelle M. Hurd · Bernadette Sánchez · Marc A. Zimmerman · Cleopatra Howard Caldwell

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Mentoring and Academic Development Career Development and Diversity Racial and Ethnic Identity Research

Abstract

The present study explored how relationships with natural mentors may contribute to African American adolescents' long-term educational attainment by influencing adolescents' racial identity and academic beliefs. This study included 541 academically at-risk African American adolescents transitioning into adulthood. The mean age of participants at Time 1 was 17.8 (SD = .64) and slightly over half (54%) of study participants were female. Results of the current study indicated that relationships with natural mentors promoted more positive long-term educational attainment among participants through increased private regard (a dimension of racial identity) and stronger beliefs in the importance of doing well in school for future success. Implications of these findings and directions for future research are discussed.

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2017“I Didn’t Come to School for This”: A Qualitative Examination of Experiences With Race-Related Stressors and Coping Responses Among Black Students Attending a Predominantly White Institution 2017Applying a Social Justice Lens to Youth Mentoring: A Review of the Literature and Recommendations for Practice 2013Black adolescents' relationships with natural mentors: Associations with academic engagement via social and emotional development.2016Natural Mentoring Relationships and the Adjustment to College among Underrepresented Students

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