Combining Mentoring With Structured Group Activities: A Potential After-School Context for Fostering Relationships Between Girls and Mentors.

ANALYSIS of variance; CHI-squared test; CONFIDENCE intervals; RESEARCH methodology; MENTORING; SCIENTIFIC observation; QUESTIONNAIRES; RESEARCH funding; RISK-taking behavior; STATISTICS; DATA analysis; GROUP process; THEMATIC analysis; RESEARCH methodology evaluation; DATA analysis software; DESCRIPTIVE statistics

The current study explores the potential of one-on-one mentoring facilitated within a structured group format for developing connection and sustaining mentor-mentee relationships with early adolescent girls. Results from a mixed-methods study using survey and observational data reveal that college student mentors and their seventh grade mentees report moderate-to-high satisfaction with the group experience, with no mean differences between groups. Yet there were significant differences between groups in the group members’ (mentees) satisfaction with their one-on-one mentoring relationships. Although all groups demonstrated high levels of some positive social processes related to connectedness (e.g., fun), groups in which mentees’ reported higher levels of satisfaction with their one-on-one relationships engaged in more higher level positive social processes (e.g., caretaking). Groups in which mentee’s reported lower satisfaction with their one-on-one relationships demonstrated more negative social processes (e.g., disengagement). Implications for after-school settings are discussed. [ABSTRACT FROM PUBLISHER]

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