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Related Experiment Videos

Informal Mentors and Education: Complementary or Compensatory Resources?

Lance D Erickson1, Steve McDonald, Glen H Elder

  • 1Brigham Young University.

Sociology of Education
|September 14, 2011
PubMed
Summary

Mentors significantly boost educational success for youth. While advantaged youth are more likely to have mentors, disadvantaged youth benefit more, especially from teacher mentors, highlighting a compensatory role.

Related Experiment Videos

Area of Science:

  • Sociology of Education
  • Developmental Psychology
  • Youth Studies

Background:

  • Limited research exists on the impact of non-parental adult mentoring on educational outcomes in the general population.
  • Prior studies have not clarified whether mentoring reduces or promotes educational inequality.

Purpose of the Study:

  • To examine the influence of mentoring on educational achievement and attainment.
  • To investigate how mentoring relationships affect social inequality among youth.
  • To understand the conditions under which mentoring relationships form and their effectiveness.

Main Methods:

  • Analysis of a nationally representative sample of youth.
  • Examination of the conditioning effects of social background, parental, peer, and personal resources on mentoring.
  • Statistical modeling to assess the net influence of mentors.

Main Results:

  • Mentors exert a powerful net influence on youth educational success.
  • Social background, parental, peer, and personal resources significantly condition mentoring relationships.
  • A paradox emerged: mentors act as both compensatory and complementary resources.

Conclusions:

  • Informal mentoring is a critical factor in educational attainment.
  • Mentoring can serve as a compensatory resource for disadvantaged youth, particularly teacher mentors.
  • While advantaged youth have more access to mentors, disadvantaged youth experience greater relative benefits.