Book Series & Articles
The Test of Time in School-based Mentoring: The Role of Relationship Duration and Re-Matching on Academic Outcomes
Jean Grossman, Christian Chan, Sarah Schwartz, and Jean E. Rhodes
Date: Mar 31, 2011
American Journal of Community Psychology (2012) 49:43–54
The inﬂuence of match length and re-matchingon the effectiveness of school-based mentoring was studied in the context of a national, randomized study of 1,139youth in Big Brothers Big Sisters programs. The sample included youth in grades four through nine from diverseracial and ethnic backgrounds. At the end of the year, youth in intact relationships showed significant academic improvement, while youth in matches that terminated prematurely showed no impact. Those who were re-matched after terminations showed negative impacts. Youth, mentor, and program characteristics associated with having an intact match were examined. Youth with high levels of baseline stress and those matched with college student mentors were likely to be in matches that terminated prematurely, while rejection-sensitive youth and mentors who had previous mentoring experience were more likely to be in intact relationships. Implications for research and practice are discussed.