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Mentoring in Schools: An Impact Study of Big Brothers Big Sisters School‐Based Mentoring
Author(s) -
Herrera Carla,
Grossman Jean Baldwin,
Kauh Tina J.,
McMaken Jennifer
Publication year - 2011
Publication title -
child development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.103
H-Index - 257
eISSN - 1467-8624
pISSN - 0009-3920
DOI - 10.1111/j.1467-8624.2010.01559.x
Subject(s) - psychology , perception , control (management) , academic achievement , developmental psychology , treatment and control groups , medical education , medicine , management , pathology , neuroscience , economics
This random assignment impact study of Big Brothers Big Sisters School‐Based Mentoring involved 1,139 9‐ to 16‐year‐old students in 10 cities nationwide. Youth were randomly assigned to either a treatment group (receiving mentoring) or a control group (receiving no mentoring) and were followed for 1.5 school years. At the end of the first school year, relative to the control group, mentored youth performed better academically, had more positive perceptions of their own academic abilities, and were more likely to report having a “special adult” in their lives. However, they did not show improvements in classroom effort, global self‐worth, relationships with parents, teachers or peers, or rates of problem behavior. Academic improvements were also not sustained into the second school year.