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Effectiveness of mentoring programs for youth: A meta-analytic review
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We used meta‐analysis to review 55 evaluations of the effects of mentoring programs on youth. Overall, findings provide evidence of only a modest or small benefit of program participation for the average youth. Program effects are enhanced significantly, however, when greater numbers of both theory‐based and empirically based “best practices” are utilized and when strong relationships are formed between mentors and youth. Youth from backgrounds of environmental risk and disadvantage appear most likely to benefit from participation in mentoring programs. Outcomes for youth at‐risk due to personal vulnerabilities have varied substantially in relation to program characteristics, with a noteworthy potential evident for poorly implemented programs to actually have an adverse effect on such youth. Recommendations include greater adherence to guidelines for the design and implementation of effective mentoring programs as well as more in‐depth assessment of relationship and contextual factors in the evaluation of programs.
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In the DuBois et al. review (2002), the overall category of problem behavior, which includes delinquency, had the largest effect sizes of any outcome category.
“In the DuBois et al. review (2002), the overall category of problem behavior, which includes delinquency, had the largest effect sizes of any outcome category.”
From Mentoring Interventions to Affect Juvenile Delinquency and Associated Problems: A Systematic Review (2013) · cites this paper as DuBois et al., 2002
Mentoring is one of the most commonly used interventions to prevent, divert, and remediate youth engaged in, or thought to be at risk for, delinquent behavior, school failure, aggression, or other antisocial behavior.
“Mentoring is one of the most commonly used interventions to prevent, divert, and remediate youth engaged in, or thought to be at risk for delinquent behavior, school failure, aggression, or other antisocial behavior.”
From Mentoring Interventions to Affect Juvenile Delinquency and Associated Problems: A Systematic Review (2013) · cites this paper as DuBois, Holloway, Valentine, & Cooper, 2002
DuBois et al. (2002, 2011) recognized many issues related to advancing and deepening understanding of mentoring effects and incorporated coding of several of these features into their meta-analysis.
“et al. (2002, 2011) recognized many of the issues related to advancing and deepening understanding of mentoring effects and incorporated coding of several of these features into their meta-analysis.”
From Mentoring Interventions to Affect Juvenile Delinquency and Associated Problems: A Systematic Review (2013) · cites this paper as DuBois et al., 2002
In DuBois et al. (2002), they denoted an index of best practices in youth mentoring based on recommendations of prior reviews and recommendations for establishing effective mentoring programs, such as the National Mentoring Working Group (1991).
“In DuBois et al. (2002), they denoted an index of what could be considered best practices in youth mentoring based on recommendations of prior reviews and recommendations for establishing effective mentoring programs, such as the National Mentoring Working Group (1991) and coded to the extent possible from source data, each intervention report (DuBois et al., 2002).”
From Mentoring Interventions to Affect Juvenile Delinquency and Associated Problems: A Systematic Review (2013) · cites this paper as DuBois et al., 2002
These codes were amalgamated into an overall index of extent of desired features.
“These codes were then amalgamated into an overall index of extent of desired features.”
From Mentoring Interventions to Affect Juvenile Delinquency and Associated Problems: A Systematic Review (2013) · cites this paper as DuBois et al., 2002
DuBois et al. (2002) excluded interventions using professional providers, with the exception that some studies that employed mental health professionals as mentors were included under certain conditions.
“DuBois et al. (2002) excluded interventions using professional providers, with the exception that some studies that employed mental health professionals as mentors were included under certain conditions (see DuBois et al., 2002;Rhodes, 2002 for those criteria).”
From Mentoring Interventions to Affect Juvenile Delinquency and Associated Problems: A Systematic Review (2013) · cites this paper as DuBois et al., 2002
DuBois et al. included 11 program features to mark how methodic inclusion in the program was, whether mentors and mentees are matched on demographic characteristics, how structured or prescribed activities were, and the frequency or extent of contact.
“They included 11 program features to mark how methodic inclusion in the program was, whether mentors and mentees are matched on demographic characteristics, how structured or prescribed activities were, and the frequency or extent of contact.”
From Mentoring Interventions to Affect Juvenile Delinquency and Associated Problems: A Systematic Review (2013) · cites this paper as DuBois et al., 2002
In a meta-analysis of mentoring programs, the effect size estimate was 0.18 (DuBois et al., 2002), which would bring students who were at the 50th percentile to the 57th percentile.
“In a meta-analysis of mentoring programs, the effect size estimate was 0.18 (DuBois et al., 2002), which would bring students who were at the 50th percentile to the 57th percentile.”
From Synthesizing Results From Empirical Research on Computer-Based Scaffolding in STEM Education (2017) · cites this paper as DuBois et al., 2002
DuBois and colleagues (2002) found that the effect size for mentoring was .10, on average, for emotional/psychological outcomes, but .22 for career/employment outcomes.
“DuBois and colleagues (2002) found that the effect size for mentoring was only .10, on average, for emotional/psychological outcomes, but doubled in size to .22 for career/employment outcomes.”
From The Effects of Youth Mentoring Programs: A Meta-analysis of Outcome Studies (2019) · cites this paper as DuBois et al. 2002
The effect size observed in the present analyses is consistent with past comprehensive meta-analyses of youth mentoring, which have shown overall effect sizes ranging from .18 to .21.
“The effect size observed in these analyses is remarkably consistent with past comprehensive meta-analyses of youth mentoring, which have shown overall effect sizes ranging from .18 to .21 (DuBois et al. 2002; 2011).”
From The Effects of Youth Mentoring Programs: A Meta-analysis of Outcome Studies (2019) · cites this paper as DuBois et al. 2002
Mentors who have more experience in helping roles or professions have been found to be more effective than those with non-helping backgrounds.
“mentors who have more experience in helping roles or professions (e.g., counselor, social worker, therapist) have been found to be more effective than those with non-helping backgrounds, both in formal mentoring relationships (DuBois et al. 2002) and in naturallyoccurring or informal mentoring relationships (Van Dam et al. 2017).”
From The Effects of Youth Mentoring Programs: A Meta-analysis of Outcome Studies (2019) · cites this paper as DuBois et al. 2002
Two previous meta-analyses suggest that youth with higher levels of baseline risk, particularly environmental risk, may benefit more from mentoring.
“two previous meta-analyses suggesting that youth with higher levels of baseline risk, particularly environmental risk (e.g., poverty, neighborhood violence) may bene fi t more from mentoring (DuBois et al. 2011; DuBois et al. 2002).”
From The Effects of Youth Mentoring Programs: A Meta-analysis of Outcome Studies (2019) · cites this paper as DuBois et al. 2002
Program length was also not a significant predictor of outcomes in earlier meta-analyses.
“however, program length was also not a signi fi cant predictor of outcomes in earlier meta-analyses (DuBois et al. 2002, 2011).”
From The Effects of Youth Mentoring Programs: A Meta-analysis of Outcome Studies (2019) · cites this paper as DuBois et al. 2002
Some meta-analyses have shown relatively low effect sizes for psychological/emotional outcomes, but relatively strong effects of mentoring on academic problems.
“For example, some metaanalyses have shown relatively low effect sizes for psychological/emotional outcomes (DuBois et al. 2002, 2011), but relatively strong effects of mentoring on academic problems (DuBois et al. 2011).”
From The Effects of Youth Mentoring Programs: A Meta-analysis of Outcome Studies (2019) · cites this paper as DuBois et al. 2002
Other studies have shown stronger outcomes for programs serving youth with greater levels of individual and environmental risk and for youth who initially report higher risk for negative outcomes.
“Yet, other studies have shown stronger outcomes for programs serving youth with greater levels of individual and environmental risk (DuBois et al., 2011), and for youth who initially report higher risk for negative outcomes (DuBois et al., 2002; Poon, 2019)”
From Cross-age peer mentoring for youth: A meta-analysis (2022) · cites this paper as DuBois et al., 2002
Meta-analyses of evaluations of mentoring programs have supported their potential to promote improved outcomes for participating youth in academics, social competence, and problem behavior avoidance.
“Meta-analyses of extant evaluations of mentoring programs have supported their potential to promote improved outcomes for participating youth in areas such as academics, social competence, and problem behavior avoidance (for reviews, see DuBois et al., 2002;DuBois et al., 2011;Tolan et al., 2014;Raposa et al., 2019).”
From 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 (2023) · cites this paper as DuBois et al., 2002
More consistent and frequent mentor-youth contact is associated with greater youth benefits.
“Because more consistent and frequent mentor-youth contact is associated with greater youth benefits (DuBois et al., 2002;Karcher, 2005)”
From 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 (2023) · cites this paper as DuBois et al., 2002
The duration of the mentoring dyad and its consistency have been identified as critical features.
“Therefore, the duration of the mentoring dyad and its consistency have been identified as critical features [12,32].”
From Unpacking Community-Based Youth Mentoring Relationships: An Integrative Review (2021) · cites this paper as [12]
Meta-analyses of quasi-experimental and experimental evaluations confirm that CBM relationships involving high-risk young people can produce progress in the socioemotional, behavioral, and academic domains.
“Meta-analyses of quasi-experimental and experimental evaluations confirm the potential of CBM relationships, involving high-risk young people to progress in the socioemotional, behavioral, and academic domains [12,13,14] and in reducing delinquent and aggressive behavior [15,16].”
From Unpacking Community-Based Youth Mentoring Relationships: An Integrative Review (2021) · cites this paper as [12]
DuBois et al.'s meta-analysis of 55 studies conducted in CBM, SBM, and vocational mentoring did not find an observed effect of mentoring length.
“However, DuBois et al.’s [12] meta-analysis of 55 studies conducted in the context of CBM, SBM, and vocational mentoring did not find an observed effect of mentoring length.”
From Unpacking Community-Based Youth Mentoring Relationships: An Integrative Review (2021) · cites this paper as [12]
Meta-analyses of CBM have identified only small overall positive effects, with standardized mean difference effect sizes from 0.18 to 0.21 in DuBois et al., 0.11 to 0.29 in Tolan et al., and 0.21 in Raposa et al.
“Nevertheless, these meta-analyses have only identified small overall positive effects, with standardized mean difference effect sizes (d), from 0.18 to 0.21 in DuBois et al. [12,13] from 0.11 to 0.29 in Tolan et al. [16], and 0.21 in Raposa et al. [17].”
From Unpacking Community-Based Youth Mentoring Relationships: An Integrative Review (2021) · cites this paper as [12]
DuBois et al.'s meta-analyses indicated that the average frequency of contact did not serve as a significant moderator of effect size.
“For instance, DuBois et al.’s meta-analyses [12,13] indicated that the average frequency of contact did not serve as a significant moderator of effect size.”
From Unpacking Community-Based Youth Mentoring Relationships: An Integrative Review (2021) · cites this paper as [12]
Mentoring programs in which mentors embraced a more goal-directed interaction using teaching, coaching, or advocacy techniques and applied structured mentor-mentee activities led to more substantive effects than did programs not facilitating this role.
“However, these studies showed that mentoring programs in which mentors embraced a more goal-directed interaction, using “teaching,” “coaching (i.e., instructing and training),” or “advocacy” (i.e., teaching youth to promote interests and rights) techniques [13] and applied structured mentor-mentees activities [12] led to more substantive effects than did programs not facilitating this role.”
From Unpacking Community-Based Youth Mentoring Relationships: An Integrative Review (2021) · cites this paper as [12]
No benefit was found for programs that adopted a primary emphasis on instrumental aims or when there was a focus on providing specific skills training within a structured framework.
“No benefit was found for programs that adopted a primary emphasis on instrumental aims or when there was a focus on providing specific skills training within a structured framework [12,13].”
From Unpacking Community-Based Youth Mentoring Relationships: An Integrative Review (2021) · cites this paper as [12]
Mentors with more experience in helping roles with young people or working in allied professions were found to be more effective than those with non-helping backgrounds.
“Mentors with more experience in helping roles with young people or working in allied professions (e.g., counselor, social worker, therapist) were found to be more effective than those with non-helping backgrounds, as reflected in meta-analyses with various types of programs [12,13].”
From Unpacking Community-Based Youth Mentoring Relationships: An Integrative Review (2021) · cites this paper as [12]
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 [12]
Guidance and the program's forms of outreach with the mentees' parents and guardians have been identified as central practices that shape the relationship.
“guidance and the program’s forms of outreach with the mentees’ parents and guardians have been identified as central practices that shape the relationship, as reported in DuBois et al.’s [12] meta-analysis.”
From Unpacking Community-Based Youth Mentoring Relationships: An Integrative Review (2021) · cites this paper as [12]
Program practices may influence the mentoring relationship incorporated within them.
“Program practices may influence the mentoring relationship incorporated within them [12,175].”
From Unpacking Community-Based Youth Mentoring Relationships: An Integrative Review (2021) · cites this paper as [12]
The meta-analysis on the presence of a natural mentor and youth outcomes yielded somewhat larger effect sizes for mentors with a helping profession background, which may reflect the particular salience of caring teachers or guidance counselors in educational and community settings.
“The meta‐analysis on the presence of a natural mentor and youth outcomes yielded somewhat larger effect sizes for mentors with a helping profession background (e.g., teacher, guidance counselor, minister/priest/rabbi, religious leader, doctor/therapist), which may reflect the particular salience of caring teachers or guidance counselors in educational and community settings (DuBois, Holloway, V”
From Does Natural Mentoring Matter? A Multilevel Meta‐analysis on the Association Between Natural Mentoring and Youth Outcomes (2018) · cites this paper as DuBois, Holloway, Valentine, & Cooper, 2002
Natural mentors may serve as compensatory resources for youth from backgrounds of risk or for whom parents may not be fully engaged in their lives.
“On the other hand, natural mentors may serve as compensatory resources for youth from backgrounds of risk or for whom parents may not be fully engaged in their lives (Britner, Balcazar, Blechman, Blinn‐Pike, & Larose, 2006; DuBois et al., 2002; Erickson et al., 2009).”
From Does Natural Mentoring Matter? A Multilevel Meta‐analysis on the Association Between Natural Mentoring and Youth Outcomes (2018) · cites this paper as DuBois et al., 2002
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Metadata
- Authors
- DuBois, D. L., Holloway, B. E., Valentine, J. C., & Cooper, H.
- Affiliations
- University of Missouri (US)
- Corresponding author
- DuBois, David L.
- Venue
- American Journal of Community Psychology
- Publisher
- Wiley
- Published
- 2002-04
- Volume
- 30
- Issue
- 2
- Pages
- 157-197
- ISSN
- 0091-0562 (ISSN-L)
- 1573-2770
- OpenAlex
- W2113307133
- Cited by
- 1,544
- References
- 74
- Citations by year
- 2026: 39 · 2025: 32 · 2024: 46 · 2023: 58 · 2022: 51 · 2021: 66 · 2020: 109 · 2019: 67 · 2018: 78 · 2017: 156 · 2016: 145 · 2015: 72 · 2014: 73 · 2013: 67 · 2012: 90
- FWCI
- 4.88
- Type
- journal article
- Language
- en
- Open access
- green
- hdl.handle.net
- Licence
- Locations
- American Journal of Community Psychology (publishedVersion)
- PubMed (publishedVersion)
- DukeSpace (Duke University) (submittedVersion, cc-by-nc-nd)
- Topics
- Social Sciences › Education › Mentoring and Academic Development
- Social Sciences › Psychology › Developmental and Educational Psychology › Youth Development and Social Support
- Social Sciences › Sociology and Political Science › Crime Patterns and Interventions
- Keywords
- mentoring programs, youth development, program effectiveness, at-risk youth, program implementation, best practices, program evaluation, environmental risk
- MeSH terms
- Adolescent, Adolescent Behavior, Community Participation, Counseling, Decision Making, Organizational, Humans, Interpersonal Relations, Mentors, Risk-Taking, Social Adjustment, Program Evaluation, Program Development, Efficiency, Organizational, Benchmarking
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