Applying a Social Justice Lens to Youth Mentoring: A Review of the Literature and Recommendations for Practice
Abstract
Youth mentoring interventions are often designed with the intention of promoting improved outcomes among marginalized youth. Despite their promise to reduce inequality through the provision of novel opportunities and increased social capital to marginalized youth, youth mentoring interventions hold the potential to reproduce rather than reduce inequality. In the current review, we explore literature on youth mentoring that has incorporated a social justice lens. We conclude that there is a need for greater attention to principles of social justice in the design, implementation, and evaluation of youth mentoring interventions. After reviewing the literature, we make recommendations for research and practice based on a social justice perspective and explore alternatives to traditional youth mentoring that may allow for better alignment with social justice principles.
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One explanation of the mixed effects is that they are difficult to measure quantitatively, because there is limited variability in match characteristics, often resulting in underpowered tests.
“One explanation of these mixed effects is that they are difficult to measure quantitatively, because there is limited variability in match characteristics—often resulting in underpowered tests (Albright et al., 2017; Raposa, Rhodes, et al., 2019).”
From Strategies for monitoring mentoring relationship quality to predict early program dropout (2022) · cites this paper as Albright et al., 2017
Matching may promote positive mentoring outcomes, because it may allow mentors additional opportunities to promote positive racial identity and support youth who may be experiencing racialized stressors.
“As Albright et al. (2017) suggested, matching may promote positive mentoring outcomes, because it may allow mentors additional opportunities to promote positive racial identity and support youth who may be experiencing racialized stressors.”
From Strategies for monitoring mentoring relationship quality to predict early program dropout (2022) · cites this paper as Albright et al. (2017)
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References 123 · Cited by 131
- Authors
- Albright, J. N., Hurd, N. M., & Hussain, S. B.
- Affiliations
- University of Virginia (US)
- Corresponding author
- Albright, Jamie N.
- Venue
- American Journal of Community Psychology
- Publisher
- Wiley
- Published
- 2017-06
- Volume
- 59
- Issue
- 3-4
- Pages
- 363-381
- ISSN
- 0091-0562 (ISSN-L)
- 1573-2770
- OpenAlex
- W2620953839
- Cited by
- 131
- References
- 123
- Citations by year
- 2026: 11 · 2025: 10 · 2024: 26 · 2023: 19 · 2022: 15 · 2021: 20 · 2020: 13 · 2019: 10 · 2018: 7
- FWCI
- 1.29
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- American Journal of Community Psychology (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Social Sciences › Psychology › Social Psychology › Mentoring and Academic Development
- Social Sciences › Safety Research › Youth Development and Social Support
- Social Sciences › Safety Research › Career Development and Diversity
- Keywords
- youth mentoring, social justice, marginalized youth, inequality, social capital, intervention evaluation, youth development
- MeSH terms
- Mentoring, Adolescent, Adult, Child, Female, Humans, Interpersonal Relations, Male, Mentors, Power, Psychological, Social Change, Social Class, Social Environment, Social Identification, Social Justice, Young Adult, Social Capital
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