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The aim of this paper is to explore high school students' critical consciousness development in the context of youth participatory action research (YPAR) focused on food security at an alternative school in Alabama. The YPAR project took place in an elective agriscience class with 10 students (Seven Black, two white, one Latino) who were in the 10th to 12th grades. Utilizing data from researcher notes, classroom observations, and archival classroom documents, we present students' YPAR project outcomes to share their research-driven solutions to food insecurity in their community. Vignettes of classroom dialogue are also constructed to illustrate moments of reflection in the YPAR context about food security. We present three "critical moments," or instances of social analysis, to illustrate how students' individual-level attributions occurred alongside teacher dialogue and student-led investigation of structural inequities in the community. Findings illustrate how students' nonlinear critical consciousness development consisted of reliance on individual-level attributions in classroom dialogue co-occurring with systems-thinking activities and other YPAR project outcomes. This paper has implications for research on the imperfect and wavering nature of adolescent critical consciousness development in YPAR. [ABSTRACT FROM AUTHOR]

This qualitative review synthesizes evidence regarding how cultural humility (i.e., critical self‐reflection, challenging inequity) may be influenced by the experience of serving as a mentor in a youth program. A systematic search identified 35 qualitative studies with findings that address this question. Thematic synthesis of extracted data identified the following six themes, all but one of which pertains to ways in which serving as a mentor appeared to have enhanced the cultural humility of the adults involved: (1) humanizing others: awareness of experiential differences, (2) reflecting inward on one's own identity, biases, and opportunities, (3) connecting with others, (4) recognizing environmental influences on human development, (5) envisioning contributions to community change, and (6) counterevidence: deficit‐oriented attributions. Findings indicate that mentor cultural humility development primarily entailed individual and interpersonal awareness with relatively less evidence of increased awareness of and action to change inequality. The identified themes provide promising directions for future research as well as potentially useful avenues for incorporating consideration of cultural humility more intentionally in the development and evaluation of mentoring programs for youth. Highlights: Themes describe mentors' enhanced awareness of others' experiences, and own biases and opportunitiesFindings indicate relativity less evidence of environmental reflection and actionMost programs were facilitated within higher education that included ongoing support [ABSTRACT FROM AUTHOR]

Big Brothers Big Sisters (BBBS) facilitates mentoring relationships between youth and volunteer mentors. Although research has examined outcomes for youth in BBBS, relatively less investigation has been undertaken for volunteer outcomes. This study explored factors associated with changes in psychological well‐being among BBBS volunteer mentors. Participants included 593 mentors (Mage = 31) surveyed at study baseline and 15‐month follow‐up. A classification and regression decision tree approach was used to predict residualized change in psychological well‐being from study baseline with match length included as the first split variable, and demographic, individual, and relationship variables included as candidate predictors. Analyses indicated that mentors with longer relationships (>4.5 months) reported more positive change in psychological well‐being compared with mentors with shorter relationships. Perceived quality of program supervision was a further predictor within both groups of volunteers. Findings suggest that longer relationships and greater program support may contribute to mentor well‐being. [ABSTRACT FROM AUTHOR]

Aims: A relatively large body of research exists on the effectiveness of mentoring programs directed at youth and numerous syntheses of this literature have proven useful for advancing both research and practice. Less studied, but also important is the potential for adults serving in the role of mentor to young persons to be influenced by this experience. A scoping review was conducted with the aim of identifying and critically assessing major trends in the methods and findings in this literature. Methods: Included sources were empirical studies reporting findings that address potential influences on adults (18+) serving as mentors to youth (<18) in formal programs designed for this purpose. The initial search resulted in 3155 records and 96 were included in the review. Results: Approximately half of the studies (58%) focused on younger adults (ages 18–22 years old, e.g., college students) serving as mentors; only a small minority of studies focused on adults over 35 years old (10%). Most studies were qualitative (n = 54). Studies with a quantitative component (n = 18 quantitative only; n = 24 mixed methods) exhibited a significant risk of bias for inferring effects on mentors due to limitations in study design (e.g., lack of comparison group). Studies most often addressed potential outcomes for mentors in academic/career (55%) and social (45%) domains, when findings suggested possible effects on mentors, they were nearly universally in a positive direction. Conclusion: Existing research, although consistent with the potential for adults to benefit from the experience of mentoring youth, has insufficient rigor and representativeness to adequately address this question. Future research should utilize more rigorous quantitative designs and samples with greater representativeness of the different stages of adult development. [ABSTRACT FROM AUTHOR]

This study uses a person-centered approach to identify cultural humility profiles among volunteer mentors, and examines differences in openness to training and match length between groups. Survey data from 99 volunteer mentors (65 % female; M age = 34; 89 % White) at a mentoring organization, and 2-year follow-up data on the mentoring relationship status were used to test study aims. Analyses revealed three profile groups of mentor cultural humility based on four variables (i.e., unawareness of racial privilege, self-efficacy to provide racial/ethnic support, ethnocultural empathy, and plans for social justice action). The High Cultural Humility group (n = 37) had low unawareness of racial privilege, and high self-efficacy to provide racial/ethnic support, ethnocultural empathy, and plans for social justice action. The Emerging Cultural Humility mentors (n = 32) reported low unawareness of racial privilege, but relatively low self-efficacy to provide racial/ethnic support and ethnocultural empathy, and average plans for social justice action, and the Low Cultural Humility mentors (n = 30) reported relatively higher unawareness of racial privilege and lower plans for social justice action, but higher self-efficacy to provide racial/ethnic support and average ethnocultural empathy. Between-profile differences in openness to training (e.g., prior training, value in future training, and employment in helping profession) and match length were identified. The High Cultural Humility group reported more prior training compared to both other groups, and greater value in training compared to the Low Cultural Humility group but not the Emerging Cultural Humility group. The proportion of helping professionals was as expected in the Emerging Cultural Humility group, but the High Cultural Humility group had more helping professionals and the Low Cultural Humility group had fewer than expected. Match length in community-based matches at 2-year follow up was significantly shorter in the Low Cultural Humility group than the other two groups. Findings have implications for developing program practices in youth-serving organizations that may be beneficial for mentors who are less open to training and at-risk for match closure. [ABSTRACT FROM AUTHOR]

Mentor training on cultural humility is an area of needed support in formal youth mentoring relationships. This pilot study used an experimental design to examine the role of a social justice and race equity training on volunteer mentors' cognitive and affective outcomes related to cultural humility in mentoring. The sample included 99 volunteer mentors paired with adolescent mentees in an established formal mentoring program. Mentors predominantly identified as White (89%), and the majority (72%) were paired with youth of color. Participants were randomly assigned to either the training or control condition. Findings from intention‐to‐treat analyses indicated that training group participants (n = 49) exhibited greater increases in self‐efficacy to provide racial/ethnic support over time than participants in the control group (n = 50). As‐treated analyses indicated that training attendees (n = 23) exhibited greater increases in self‐efficacy to provide racial/ethnic support over time than participants who did not attend the training (n = 76). Results indicated no significant changes over time in participants' training content knowledge, awareness of racial privilege, ethnocultural empathy, or social justice interest and behavioral intentions. Analyses also indicated an attendance bias within the training condition, such that mentors who attended the training reported significantly more awareness of racial privilege, social justice interest, and social justice behavioral intentions compared to training condition mentors who were invited but did not attend the training. Implications for training volunteer mentors within formal mentoring programs are discussed. Highlights: The training increased mentors self‐efficacy to provide racial/ethnic support.Optional social justice trainings are attended by mentors who are more interested in the topic.Cultural humility training for volunteer mentors should be ongoing throughout the relationship. [ABSTRACT FROM AUTHOR]

Racism and White supremacy culture shape the experiences of youth and adults in mentoring programs, which is detrimental to the development of BIPOC youth. The aims of this paper are to a) show why anti-racism training and education for adult mentors is necessary for promoting the positive development of BIPOC youth and b) offer a framework for anti-racist education and training for mentors. We review research showing how mentors' attitudes about race, ethnicity and culture can harm their relationships with BIPOC youth and research on general mentor training, anti-racism training for mentors, and general diversity and anti-bias training in the workplace. Crossing disciplinary boundaries to inform developmental science, we draw upon critical mentoring, culturally relevant and sustaining pedagogy, and ethnic/racial identity frameworks, and propose four components for anti-racist education and training for mentors: a) acknowledging, confronting, and interrupting racism, b) facilitating youth critical consciousness, c) supporting positive identity development in youth, and d) mentors and mentees as active agents and partners. At the foundation of these pillars is decentering and interrupting Whiteness and youth as co-constructors of knowledge. We offer suggestions for future research and practice in anti-racism training for mentors, which also have implications for youth-adult relationships across settings. [ABSTRACT FROM AUTHOR]

This study examines emerging adults' perceived motivations and barriers to social justice engagement, and how their social identities shape involvement. We conducted in‐depth interviews with service‐learning students (n = 30). Thematic analysis of interview data revealed that participants perceived several motivations and barriers to engagement, including the following: (a) the current political climate, (b) self‐efficacy to make small‐scale changes, (c) social support in action, (d) proximity to the social issue, (e) knowledge of resources, and (f) limited personal resources. Participants also described how their identities shaped engagement such that participants reflected upon their multiple privileged and marginalized identities and how their identities influenced their approach to engaging with a particular social issue. Findings have implications for recruiting and sustaining emerging adults' involvement in activities aimed at changing social issues. Highlights: This study explored factors that motivate or prevent emerging adults from engaging in social action.Emerging adults were motivated and deterred by individual and community‐level factors.Emerging adults reflected upon their multiple identities and positioning to a social issue.Findings can help inform strategies for engaging emerging adults in social action. [ABSTRACT FROM AUTHOR]

This qualitative systematic review examined the context‐specific factors that influence the implementation of youth participatory action research (YPAR) projects in high schools within the United States. Thematic synthesis was conducted to identify and analyze the YPAR implementation factors that were present in 38 peer‐reviewed studies. Results indicate the following two analytic themes concerning YPAR implementation in high schools: (a) pedagogical strategies and (b) stakeholder dynamics and needs. The themes provide support for existing ecological frameworks of implementation factors and demonstrate that adult researchers' project‐specific decisions are nested within educational power structures. This paper will discuss the implications of these YPAR implementation themes in executing YPAR projects in high schools. Highlights: Review of 38 studies of YPAR in U.S. high schools and factors that affect implementation.Two analytic themes emerged: pedagogical strategies, and stakeholder dynamics and needs.Adult researchers make pedagogy choices related to time, course, curriculum, and youth needs.Stakeholder dynamics and needs in schools create added power dynamics influencing implementation. [ABSTRACT FROM AUTHOR]

This research investigated the potential contributions of natural mentoring relationships and ethnic identity to the academic attitudes and performance of Latinx high school students. In a sample of 347 urban Latinx students in grades 9 and 10, analyses examined the presence and quality of mentoring relationships as well as ethnic identity exploration and affirmation as predictors of changes in grade point average and the perceived economic value of education. Analyses included tests for a hypothesized role of ethnic identity in mediating associations of mentoring measures with the academic outcomes. The presence of a mentoring relationship was not significantly related to ethnic identity or change in academic outcomes over time. However, mentoring relationship quality was associated with a more positive ethnic identity, and support was found for the hypothesis that ethnic identity mediates the association between the quality of mentoring relationships and change over time in the economic values toward education among Latinx adolescents. Study findings suggest the importance of supportive adults in the ethnic identity and academic outcomes of Latinx adolescents. [ABSTRACT FROM AUTHOR]

How do stakeholder power dynamics promote social inequalities and impede empowerment of students with disabilities in the individualized education program (IEP) process? This conceptual case study explores the role of critical discourse in reducing social inequality in the IEP process for students with disabilities in two special education day schools within a metropolitan school district. The lead author's observations and field notes describe three influential stakeholder tensions over an 11-month period in two schools for children with disabilities. Sociopolitical history, or the historical context of the public school system within the metropolitan district, provides the overarching temporal ecology for all examples of stakeholder tensions. Individual stakeholder perceptions of private vs. public schools and the role of separate schools are the second and third tensions that influence student participation in the setting. Implications for increasing critical discourse in order to adequately empower students with disabilities in the IEP process are considered. [ABSTRACT FROM AUTHOR]

We examined the roles of relational and instrumental relationship quality with natural mentors and academic intrinsic motivation on Latinx adolescents' perceived economic values of education. Participants were 256 Latinx youth (M = 15.07 years old; 116 boys, 140 girls) who completed surveys in 9th and 10th grades. Path analyses indicated significant cross‐sectional effects in 9th grade such that instrumental quality was associated with more perceived benefits of education, and relational quality was associated with fewer perceived limitations of education. Neither instrumental nor relational quality in 9th grade was associated with either benefits or limitations of education in 10th grade. Instrumental relationship quality in 9th grade, however, did have an indirect effect on perceived benefits of education in 10th grade through intrinsic motivation. Implications for research on natural mentoring with Latinx adolescents are discussed. Highlights: This study examines mentoring relationship quality, academic motivation, and educational values. Natural mentoring relationship quality is associated with perceived economic value of education. Instrumental quality indirectly affects perceived benefits of education via intrinsic motivation. [ABSTRACT FROM AUTHOR]

The current research examined pre‐ and post survey data in two social justice trainings for adults who support youth, including staff and volunteers (Study 1, N = 44) at youth‐serving organizations and adults who mentor young Black men and boys (Study 2, N = 72). We investigate whether training participants' self‐report scores of cultural competences (studies 1 and 2), self‐efficacy for race equity (Study 1) and racial self‐efficacy to support mentee (Study 2) changed between the beginning of the training and after the training. Furthermore, we examine whether the changes depend upon whether training participants share cultural background with the youth with whom they work. In Study 1, findings indicated that training participants reported significantly increased scores of cultural sensitivity and self‐efficacy for race equity. Individuals who were not first‐generation college students saw higher increases in sociopolitical awareness. In Study 2, participants reported significantly higher scores of cultural sensitivity and racial self‐efficacy to support their mentees. Furthermore, non‐Black and women participants showed greater increases in self‐efficacy than Black and male participants. These results fill a gap in the literature on the potential role of social justice trainings to increase cultural competencies among adults who work with diverse youth. [ABSTRACT FROM AUTHOR]

In this virtual special issue (VSI) we curate and reflect upon 22 articles on formal youth mentoring previously published in the American Journal of Community Psychology (AJCP). First, we provide historical context and highlight AJCP's 2002 special issue on mentoring, which played an important role in establishing youth mentoring as a vibrant area of research. Next, we review and discuss findings from subsequent AJCP studies in three interrelated lines of inquiry: (1) the importance of facilitating high‐quality mentoring relationships; (2) associations among youth's presenting needs, relationship quality, and outcomes; and (3) program practices leading to stronger, more impactful relationships. Throughout, we highlight and expand upon critical commentary from AJCP contributors, calling on the field to move away from paternalistic models that overly localize risk with youth and families without interrogating structural oppression. Our recommendations include: (1) centering critical consciousness, racial equity, and social justice in program curricula and mentor trainings; (2) respectfully engaging grassroots programs developed for and by communities of color that are underrepresented in research; (3) making meaningful efforts to recruit mentors from marginalized communities and removing barriers to their participation; and (4) examining youth's racial, ethnic, and other areas of identity development processes during mentoring. Highlights: This VSI includes 22 curated articles on youth mentoring programs previously published in AJCP.We review major findings and make critical reflections through a community psychology lens.Research has helped develop safer, more effective mentoring practices to serve marginalized youth.Scholars must interrogate oppressive social structures that impact youth's presenting needs.We make recommendations for improving programs' cultural responsivity and ecological validity. [ABSTRACT FROM AUTHOR]

Infections caused by carbapenem-nonsusceptible gram-negative (C-NS) pathogens are associated with increased mortality and high treatment costs. Identification of potentially modifiable factors that may improve patient outcomes is important for better management of C-NS GN infections. This was a retrospective study of hospitalized adults with electronic health record evidence of complicated urinary tract infection (cUTI), bacterial pneumonia (BP), complicated intra-abdominal infection (cIAI), or bacteremia (BAC) due to C-NS GN organisms from January 2013 to March 2018. Treatment patterns and clinical characteristics during the index hospitalization were analyzed descriptively and stratified by infection site(s). The effect of patient characteristics on index infection relapse during the postdischarge period and on readmission with 30 days was modeled using logistic regression. The study included 2,862 hospitalized patients with C-NS GN infections. Index infection sites were 38.4% cUTI ± BAC, 21.5% BP ± BAC, 18.7% cUTI + BP ± BAC, 14.7% any cIAI, and 6.7% BAC only. The majority of patients (83.6%) received an antibiotic during their index hospitalization; among these, the most common classes given were penicillins (52.9%), fluoroquinolones (50.7%), and carbapenems (38.9%). During the postdischarge period, 21.7% of patients had a relapse of the index infection and 63.9% of patients were readmitted to the hospital. Factors associated with increased adjusted odds ratio (OR) for relapse or readmission included Charlson comorbidity score of ≥3 relative to 0 (relapse: OR [95% CI] = 1.34 [1.01–1.76], p =.040; readmission: OR [95% CI] 1.92 [1.50–2.46], p <.001), preindex immunocompromised status (relapse: OR [95% CI] 1.37 [1.05–1.79], p =.019; readmission: OR [95% CI] = 1.60 [1.27–2.02], p <.001), and preindex carbapenem use (relapse: OR [95% CI] = 1.35 [1.07–1.72], p =.013; readmission: OR [95% CI] = 1.25 [1.00–1.57], p =.048). Adverse postdischarge outcomes were common among hospitalized patients with C-NS GN infections and were significantly associated with previous carbapenem use and patient clinical characteristics such as higher comorbidity burden and immunocompromised status. Adoption of antimicrobial stewardship and consideration of individual patient risk factors in making treatment decisions may help improve clinical outcomes. [ABSTRACT FROM AUTHOR]

The current mixed‐method study examined the role of natural mentors in the cyclical process of college students' sociopolitical development, particularly their critical consciousness. College students (N = 145) completed surveys at two time points over a one‐year period. Path analyses indicated that critical action and perceived inequalities were significantly associated with more social justice conversations with mentors and that having more social justice conversations with mentors was significantly associated with more critical action and perceived inequality. Further, mentoring conversations and sociopolitical efficacy helped to explain the positive role of perceived inequality and action on later attitudes around perceived inequalities and critical action. Qualitative one‐on‐one interviews of a subset of participants (n = 30) expanded findings from the quantitative data and revealed detailed information about how mentors supported youth critical consciousness. Specifically, mentors engaged in 1) dialogue and reflection, 2) information and resource sharing, 3) nonjudgmental, comfortable conversations, and 4) role modeling. Findings inform the iterative nature of critical consciousness and on how older adolescents leverage support from natural mentors in this process. Highlights: Critical action and reflection led to social justice conversations with mentors.More critical action led to higher sociopolitical efficacy.Social justice conversations with mentors led to critical action and reflection.Natural mentors support youth critical consciousness in a variety of ways. [ABSTRACT FROM AUTHOR]

Objective: Evaluation of provider compliance with antiretroviral (ARV) treatment guidelines and patient adherence to ARVs is important for HIV care quality assessment; however, there are few current real-world data for guideline compliance and ARV adherence in the US. This study evaluated provider compliance with US Department of Health and Human Services (DHHS) guidelines and patient adherence to ARVs in a US population of patients with HIV.Methods: This was a retrospective claims study of adults with HIV-1 receiving ARV treatment between January 2010-December 2014. Follow-up began at first ARV treatment and ended at health plan disenrollment or study end. ARV regimens for treatment-naïve patients were categorized as "preferred/recommended", "alternative", or "non-preferred/recommended/alternative" according to DHHS guidelines. ARV adherence was evaluated using proportion of days covered (PDC) and medication possession ratio (MPR).Results: The analysis included 25,320 patients (84.4% male, mean age 45.3 years) and 39,071 regimens. Preferred/recommended regimens were most common during each study year, but the proportion of non-preferred/recommended/alternative regimens was substantial (15.9-20.6%). Only 53.6% of patients had optimal adherence by PDC ≥0.95, and 57.9% by MPR ≥0.95. Guideline non-compliance and sub-optimal adherence were more prevalent among female vs male patients (22.6% vs 14.8% [in 2014] and 65.9% vs 53.7%, respectively).Conclusions: Provider non-compliance with DHHS guidelines and sub-optimal ARV adherence among patients with HIV remain common in real-world practice, particularly for female patients. Healthcare providers should follow the latest clinical guidelines to ensure that patients receive recommended therapy, and address non-adherence when selecting ARV regimens. [ABSTRACT FROM AUTHOR]