Using volunteer mentors to improve the academic outcomes of underserved students: the role of relationships
Abstract
Schools can benefit from understanding how to use community volunteers to achieve academic goals. A randomized control evaluation, involving 1,139 students from 71 schools, of the school‐based mentoring program of Big Brothers Big Sisters of America found modest but statistically significant improvements in the teacher‐rated academic performance and self‐reported scholastic efficacy of mentored students. The present study explores the causal mechanism behind these effects. We find that a close relationship between mentor and protégé appears key to better academic outcomes. Because relationship closeness is not randomly assigned, we use two‐stage least squares and other methods to control for potential selection bias. The role of emotional closeness as a mediator of program effects is evident across mentoring relationships of various lengths and statuses. Students were more likely to feel close to their mentors in programs that included weekly meetings and opportunities for mentor–protégé pairs to interact outside of a large‐group setting.
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Another factor contributing to program ineffectiveness was mentors' lack of knowledge and preparation.
“Another factor contributing to the program's ineffectiveness was mentors' lack of knowledge and preparation for it, as highlighted by Bayer et al. (2015), Goulet et al. (2018), and Alwani et al. (2023).”
From Outcome domains and assessment measures in school-based youth mentoring programs: a systematic review (2026) · cites this paper as Bayer et al. (2015)
The Discussion (p. 20) says the mentors studied received no tutoring instruction or structured curriculum, and the analysis on p. 16 associates more mentor training with closer relationships. But the paper does not establish that lack of knowledge or preparation caused the citing paper’s program to be ineffective; it identifies relationship closeness as central to academic outcomes. (LLM, conf=0.84)
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School-based career guidance programmes in junior colleges in Singapore: An interpretivist study
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Someone in your life who really believes in you
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Exploring Support for Post 16 Young People Outside Mainstream Education
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The Voice of School-Based Volunteer Mentors: A Transcendental Phenomenological Study
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Relational dynamics in youth mentoring: A mixed methods study
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SPIRITUAL MENTORING DURING EMERGING ADULTHOOD
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- Authors
- Bayer, A., Grossman, J. B., & DuBois, D. L.
- Affiliations
- Swarthmore College (US)
- Princeton University (US)
- University of Illinois Chicago (US)
- Corresponding author
- Bayer, Amanda
- ORCID
- DuBois, David L.
- Venue
- Journal of Community Psychology
- Publisher
- Wiley
- Published
- 2015-04
- Volume
- 43
- Issue
- 4
- Pages
- 408-429
- ISSN
- 0090-4392 (ISSN-L)
- 1520-6629
- OpenAlex
- W2115060703
- Cited by
- 96
- References
- 36
- Citations by year
- 2026: 2 · 2025: 9 · 2024: 6 · 2023: 10 · 2022: 5 · 2021: 9 · 2020: 15 · 2019: 11 · 2018: 14 · 2017: 9 · 2016: 6
- FWCI
- 15.84
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Community Psychology (publishedVersion)
- RePEc: Research Papers in Economics (submittedVersion)
- Works - Scholarship, Research, & Creative Expression (Swarthmore College) (submittedVersion)
- Topics
- Social Sciences › Psychology › Social Psychology › Mentoring and Academic Development
- Social Sciences › Safety Research › Youth Development and Social Support
- Social Sciences › Education › School Choice and Performance
- Keywords
- school-based mentoring, volunteer mentors, Big Brothers Big Sisters, academic performance, mentor-protégé relationships, emotional closeness, underserved students, community volunteers, selection bias
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