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2011 - SCRA Biennial Meeting Words: 267 words || 
1. Berardi, Luciano. "Natural mentoring in an academic setting: Predictors of mentoring and the role of mentoring in students’ adjustment to college" Paper presented at the annual meeting of the SCRA Biennial Meeting, Roosevelt University/Harold Washington Library, Chicago, IL, <Not Available>. 2019-11-19 <>
Publication Type: Conference Paper/Unpublished Manuscript
Abstract: The purpose of this study is to examine the roles of parental attachment and help-seeking strategies in the number of mentoring relationships reported by college students and the role of mentoring in students’ adjustment to the college environment. Moos’ (2002) theory is used as a framework for this study because it proposes that individual characteristics and the environment to which a person transitions affect one another and influence individual functioning and psychosocial outcomes. Participants for this investigation are 452 first-year students who completed an online survey. Participants’ ages are between 17 and 23 years old (M = 18.6; SD = 0.6). Participants are 71% female (n=322), 41% (n=184) is ethnic minority, and 36% (n=165) is first-generation college students. The first hypothesis is that higher levels of parental attachment will significantly predict the number of natural mentoring relationships. Second, it is expected that higher levels of parental attachment will significantly predict more help-seeking behaviors. Third, it is expected that help-seeking strategies will mediate the association between attachment to parents and the number of mentors. Finally, is expected that more informal mentoring relationships on campus will predict a more healthy social, emotional and academic adjustment to college. Further, among students who have mentoring relationships, the role of the quality of these relationships in students’ adjustment will be examined. The quality of relationships will be examined via 1) the frequency of contact between mentors and mentees; 2) the duration of the relationship, and 3) the social support provided by mentors. Structural equation modeling will be used to test study hypotheses. Implications for interventions and future research directions will be discussed.

2017 - Biennial Conference of the Society for Community Research and Action Words: 263 words || 
2. Ambry, Dallas. "Many-to-many group mentoring in schools: mentors’ perceptions of youth mentee developmental assets" Paper presented at the annual meeting of the Biennial Conference of the Society for Community Research and Action, University of Ottawa, Ottawa, Ontario, Canada, Jun 21, 2017 <Not Available>. 2019-11-19 <>
Publication Type: Ignite Presentation
Review Method: Peer Reviewed
Abstract: Mentoring supports a personal development relationship where a more experienced or knowledgeable person guides or supports a less experienced or knowledgeable person. Group mentoring presents opportunities to address some of the shortcomings of one-to-one mentoring structures. Many-to-many group mentoring differs from traditional one-to-one models yet it provides unique benefits and challenges. Positive youth development, a strengths-based view of developmental potential where resources are cultivated as assets to be retained throughout development, can support young people’s journey to adulthood. Mentoring has potential to facilitate youth development but consequences for development of youth assets in a school-based, group mentoring setting commonly used by community development agencies are unknown. Operationalized positive youth development provides a structural approach to appraise mentoring experiences. To determine youth mentors’ perceptions of the impact of a school-based, many-to-many group mentoring engagement on urban Australian secondary students’ developmental assets. Benefits of mentoring models and types, age- and culture-matching of mentors-mentees, and the role of relationships are discussed. Face-to-face interviews hermeneutically inform an idiographic qualitative study epistemologically informed by IPA. Interviews with mentors and other program stakeholders of an existing school-based mentoring program contribute data alongside observational notes. It is anticipated that mentors will perceive contextual, structural and interpersonal impacts on mentees’ development as viewed through a positive youth development framework. It is expected that findings will be useful for engaging youth in positive development programs, to contribute to the body of knowledge about general youth development and provide additional evidence to support alternative models of mentoring in the community.

Key words: mentoring, group mentoring, positive youth development, young people, developmental assets.

2018 - Association of Teacher Educators Pages: unavailable || Words: unavailable || 
3. Zenteno, Ana Paola. and Zhang, Shaoan. "A Study of Mexican-American Mentors’ Use of Cultural Responsive Mentoring in the Field Experience" Paper presented at the annual meeting of the Association of Teacher Educators, Flamingo Las Vegas, Las Vegas, NV, Feb 16, 2018 Online <APPLICATION/PDF>. 2019-11-19 <>
Publication Type: Multiple Paper Format
Review Method: Peer Reviewed
Abstract: This study is closely connected with Strands I, II, and IV because this study examines how Mexican-American’s mentoring practices influence preservice teacher’s cultural responsiveness to enhance their future students’ citizenship identity. This presentation addresses the questions: How do Mexican-American teacher mentors influence pre-service teacher’s cultural responsiveness during the field practice? In what ways do Mexican-American mentors enact transformative citizens?

2017 - American Society of Criminology Words: 109 words || 
4. Moore, Sara. and Hobbs, Anne. "Mentoring At-Risk Youth: The Juvenile Reentry Mentoring Program" Paper presented at the annual meeting of the American Society of Criminology, Philadelphia Marriott Downtown, Philadelphia, PA, Nov 14, 2017 <Not Available>. 2019-11-19 <>
Publication Type: Individual Paper
Review Method: Peer Reviewed
Abstract: Mentoring programs for justice-involved youth have beneficial outcomes. Youth that meet with a mentor at least once a week are less likely to recidivate after release (Drake & Barnowski, 2006). Mentors can be a vital support during a youth’s reentry to the community after release from a correctional or detention facility (Todis, Bullis, Waintrup, Schultz, & D’Ambrosio, 2001). Through an academic setting with training and support, undergraduate students are uniquely successful mentors for these juveniles. Additionally, academic opportunity and relationship affords the student with applicable career experience. This study aims to explore the successful outcomes of undergraduate students and juvenile mentoring relationships as well as characteristics of those relationships.

2019 - Association of Teacher Educators Pages: unavailable || Words: unavailable || 
5. Hicks, Serena. "The Story of Relationship: The Impact of Mentor Teacher Perceptions into the Mentoring Relationship" Paper presented at the annual meeting of the Association of Teacher Educators, Sheraton Atlanta Hotel, Atlanta, Georgia, Feb 17, 2019 Online <PDF>. 2019-11-19 <>
Publication Type: Emerging Scholars Series
Review Method: Peer Reviewed
Abstract: This paper informs teacher preparation programs how to mitigate disruptive emotions, communicate expectations, and attend to the beginning of the relationship between a mentor teacher and a teaching candidate.

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