A pilot study of Big Brothers Big Sisters programs and youth development: An application of critical race theory

Park, Hyejoon; Yoon, Jina; Crosby, Shantel D.

doi:10.1016/j.childyouth.2015.12.010

Cited by 11Mentoring and Academic DevelopmentYouth Development and Social SupportCritical Race Theory in Education

A pilot study of Big Brothers Big Sisters programs and youth development: An application of critical race theory

Park, Hyejoon, Yoon, Jina, Crosby, Shantel D.·2016·Children and Youth Services Review

DOI 10.1016/j.childyouth.2015.12.010

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Mentorship duration (M = 14.51 months) was significantly associated with greater youth competence in BBBSA.
“Similarly, mentorship duration (M = 14.51 months) was significantly associated with youth greater competence in BBBSA [34].”
From Unpacking Community-Based Youth Mentoring Relationships: An Integrative Review (2021) · cites this paper as [34]
These proximal benefits did not translate into differences in terms of consistent outcomes.
“However, these proximal benefits did not translate into differences in terms of consistent outcomes [12,13,33,34,45,70,171].”
From Unpacking Community-Based Youth Mentoring Relationships: An Integrative Review (2021) · cites this paper as [34]

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Unpacking Community-Based Youth Mentoring Relationships: An Integrative Review
Goldner, L., & Ben-Eliyahu, A. (2021) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph18115666 · Cited by 48 · see citing works
“However, these proximal benefits did not translate into differences in terms of consistent outcomes [12,13,33,34,45,70,171].”
BackgroundInfluential
Reflections on Importing Critical Race Theory Into Social Work: The State of Social Work Literature and Students’ Voices
Einbinder, S. D. (2019) · Journal of Social Work Education · doi:10.1080/10437797.2019.1656574 · Cited by 17 · see citing works
“In their program evaluation, Park, Yoon, and Crosby (2016) could not support their CRT-informed hypothesis that matching Big Brother/Big Sister program mentors and youth by race/ethnicity would improve youth outcomes, suggesting that intersectionality might better frame future studies.”
Background
Attachment-Informed Design: Digital Interventions That Build Self-Worth, Relationships, and Community in Support of Mental Health
Marcu, G. M., & Huh, J. (2023) · Designing Interactive Systems Conference · doi:10.1145/3563657.3596009 · Cited by 10 · see citing works
“During this process, we explored existing frameworks focused on youth and trauma as well as relevant community-based technological design, such as resilience [117], racial trauma [103], critical race theory [64, 91], Black feminist thought [35, 98], social-ecological model [59, 82, 112], trauma-informed design [20, 77…”
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The Impact of School-Based Mentoring on the Academic Achievement Gap
Grey, L. D. (2019) · Professional School Counseling · doi:10.1177/2156759x19890258 · Cited by 9 · see citing works
Ethnic-Racial (Mis)Match between Mentors and Mentees on Perceived Strength of Relationship
Koide, J., McDaniel, H. L., & Lyons, M. D. (2024) · Education Sciences · doi:10.3390/educsci14040398 · Cited by 6 · see citing works
How group experiences influence mentor–mentee relational development in a combined group and one-on-one mentoring program for early adolescent girls
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Smith, M., Webster, N. S., & Nayak, R. (2022) · Journal of Youth Development · doi:10.5195/jyd.2022.953 · Cited by 4 · see citing works
“Each of these organizations, while serving different populations, assist urban youth in areas of mitigating social risk and increasing self-esteem issues and academic performance (Marbley, 2006; Park et al., 2016).”
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Hoffman, A. J., Alamilla, S. G., & Liang, B. (2018) · Springer eBooks · doi:10.1007/978-3-319-75699-8_4
Promising Practices for Improving the Match Outcomes of Young Children: An Evaluation of the School-Based Literacy-Enhanced Mentoring (LEM) Program
Peaslee, L., Teye, A. C., & Baker, J. S. (2022) · Child & Youth Care Forum · doi:10.1007/s10566-022-09675-z
“…relationships can have a statistically significant effect on a variety of youth outcomes (De Wit et al., 2016; DuBois et al., 2011; Grossman & Tierney, 1998; Kupersmidt & Rhodes, 2014; Nakkula & Harris, 2014; Park et al., 2016; Raposa et al., 2019; Rhodes & DuBois, 2008; Thomson & Zand, 2010).”
Background
Brown girl magic: an action research study using WhatsApp to overcome barriers of awareness and access to out-of-the-classroom experiences for Bangladeshi and Pakistani female immigrant and first-generation (BPFIF) college students
Ahmed, S. (2022) · doi:10.17760/d20476870
Diverse Perspectives: Exploring Peer Role Models Across Racial and Ethnic Backgrounds
Les, E., Engeldinger, L., Thevaraja, A. P., Nager, A., Urban, J. B., & Linver, M. R. (2025) · Youth · doi:10.3390/youth6010001
“A study of Big Brothers Big Sisters (BBBS), another character-centered youth program, found that while racial/ethnic matching between mentors and mentees did not significantly impact youth development outcomes, longer-term relationships resulted in greater competence development (Park et al., 2016).”

The impact of Big Brothers Big Sisters programs on youth development: An application of the model of homogeneity/diversity relationships
Park, H., Liao, M., & Crosby, S. D. (2017) · Children and Youth Services Review · doi:10.1016/j.childyouth.2017.09.009 · Cited by 10 · see citing works
Self-citation
The effectiveness of providing training and ongoing support to foster cultural humility in volunteers serving as mentors to youth of color: a mixed-methods study protocol
Sánchez, B., Anderson, A. J., Herrera, C., DuBois, D. L., Bourke, K. T., Sack, J. K., Lee, S. J., Burchwell, K., Monjaras‐Gaytan, L. Y., & Garcia‐Murillo, Y. (2025) · BMC Public Health · doi:10.1186/s12889-025-21508-x · Cited by 5 · see citing works
An Evaluation of group differences in mentoring programs' perceived outcomes
Anderson, J. S. (2020) · Digital Scholarship - UNLV (University of Nevada Reno) · doi:10.34917/2102511 · Cited by 1 · see citing works
Motivations, program support, and personal growth: Mentors perspectives on the reciprocal benefits of cross-racial mentoring relationships with black youth
Jones, K. V., Parra-Cardona, R., Sánchez, B., Vohra-Gupta, S., & Franklin, C. (2023) · Children and Youth Services Review · doi:10.1016/j.childyouth.2023.106996 · Cited by 10 · see citing works
Effects of the Big Brothers Big Sisters of America Community-Based Mentoring Program on social-emotional, behavioral, and academic outcomes of participating youth: A randomized controlled trial
Herrera, C., DuBois, D. L., Heubach, J., & Grossman, J. B. (2023) · Children and Youth Services Review · doi:10.1016/j.childyouth.2022.106742 · Cited by 35 · see citing works

Authors: Park, H., Yoon, J., & Crosby, S. D.
Affiliations: Pittsburg State University (US)
University of Arizona (US)
Wayne State University (US)
Corresponding author: Park, Hyejoon
ORCID: Park, Hyejoon
Yoon, Jina
Crosby, Shantel D.
Venue: Children and Youth Services Review
Publisher: Elsevier BV
Published: 2016-02
Volume: 61
Pages: 83-89
ISSN: 0190-7409 (ISSN-L)
DOI: 10.1016/j.childyouth.2015.12.010
OpenAlex: W2195214937
Cited by: 11
References: 55
Citations by year: 2025: 1 · 2024: 1 · 2023: 1 · 2022: 3 · 2021: 1 · 2019: 3 · 2018: 1
FWCI: 0.55
Type: journal article
Language: en
Open access: closed
Licence: www.elsevier.com/tdm/userlicense/1.0/ (tdm)
www.elsevier.com/legal/tdmrep-license (tdm)
Locations: Children and Youth Services Review (publishedVersion)
RePEc: Research Papers in Economics (submittedVersion)
Topics: Social Sciences › Psychology › Social Psychology › Mentoring and Academic Development
Social Sciences › Safety Research › Youth Development and Social Support
Social Sciences › Sociology and Political Science › Critical Race Theory in Education
Keywords: Big Brothers Big Sisters, youth development, critical race theory, mentoring relationships, competence, caring, program participation duration, developmental outcomes

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